DISCIPLINE: ARTS HOUSTON COMMUNITY COLLEGE ACADEMIC DISCIPLINE PROGRAM REVIEW Academic Discipline: ARTS Date: June 25, 2011 Discipline Chair: Michael Gonzales Program Review Team: ARTS Faculty: (Suggested members: Discipline faculty from all colleges, alumni, students, other related discipline faculty and IE or IR rep as resource) (Central, CEN) Corey Ackelmire, Bennie Flores Ansell, Gladys Bel, Scott Carothers, Michael Golden, Perry House, Serge Kovalchuk (Northeast, NE) Bryan Bauhs, Tina Kotrla (Northwest, NW) Michael Gonzales, Stanley Kaminski, David Swaim (Southeast, SE) Michael Cherry, Lisa Wildermuth, June Woest (Southwest, SW) Maryellen Hill, Jason Kishell, Cynthia Millis, Patricia Porcynaluk, Steven Potter Note: No references are made to Coleman campus in this Program Review: Coleman does not offer ART courses. Program evaluation is part of the institution’s overall planning process. It is to be viewed as a critical evaluation designed to systematically review the achievement of a discipline’s purpose and goals based on measurable expectations. SIGNATURES: Received by: Discipline Chair: Date Learning initiatives District Office: Date Academic Deans Council and VC of Instruction: Date Presidents Council: Date Inst. Effectiveness: Date AcademicProgramReview_revisedMarch2010 Page 1 of 102 DISCIPLINE: ARTS DISCIPLINE PROGRAM REVIEW SUMMARY Provide a short narrative summarizing the discipline under review, including a brief description of the discipline and any observations made by the faculty and others involved in the process that is important for understanding the discipline. It should also include the faculty comments on the overall quality and acceptability of the program review. The Art Discipline of HCC is a growing discipline as seen by the documentation of growth since 2007. It can continue to grow with additional budget allocated for faculty and studio supply and maintenance budgets. This would allow us to meet growing student needs. Through the years, enrollment has increased through inclusion of ARTS courses in the Core Curriculum. Northeast (NE) sites are Northline, Codwell, Pinemont and Northforest. We offer studio and lecture classes at Northline. Lecture classes are offered at Pinemont and Codwell. One studio class is taught at Northforest. All of our lecture courses utilize digital projectors and a large library of images. Hybrid art history and art appreciation classes are taught at Northline. Four hybrid classes are scheduled for the fall semester (2011). The NE art gallery has three exhibitions each semester. Northwest (NW) sites are located at Spring Branch and Katy locations. Lecture and studio sections are offered at each site. With lecture courses, the art department adapted to changing technology. All faculty use the Projection/Computer stations in both studio and lecture situations. Southeast (SE) sites include the main campus and the new Fraga campus. Lecture and studio sections are offered at the main campus. Lecture courses are offered at Fraga. Lecture courses are offered in Distance Education, hybrid and face-to-face formats. Southwest (SW) sites are located at Alief Hayes, Missouri City, Stafford, and West Loop Centers. Lecture and studio sections are offered at each site. With lecture courses the art department adapted to changing technology. In Fall 2010/Spring 2011, SWC converted four (4) reliable Art Appreciation & Art History I sections to 8week Hybrids. For Fall 2011, two more Hybrids have been added for a total of six (6) sections. Six (6)Hybrid sections will be offered in the Spring 2012. Based on anticipated budgets (details unknown) for 2011-12, our department has been asked to add six (6) additional lecture sections for 2011-12. Two of those will be the added Eight-week Hybrids for spring, 2012. One FT faculty member teaches three sections of Web Enhanced lecture classes each semester. Many instructors use the Web unofficially to enhance their courses. All faculty use the Sympodium Projector system for their lectures in both studio and lecture situations. DISCIPLINE STRENGTHS Provide a summary of the discipline strengths identified during the program review. At (NW): We have great students and a very nice gallery and location. At (NE): The Northline campus has a modern building and an active gallery. The Codwell campus has a new state of art Learning Hub. At SW: 1. 2. 3. Faculty artists. Adaptation to technology. Flexibility and willingness to innovate. The discipline may take a wait and see approach before changing successful strategies. However, when satisfied that students learn with the new modalities or tools, the Art Discipline strongly supports the changes. AcademicProgramReview_revisedMarch2010 Page 2 of 102 DISCIPLINE: ARTS AREAS OF WEAKNESS (OPPORTUNITIES FOR IMPROVEMENT) Provide a summary of the areas of weakness or opportunities for improvement identified during the program review that need improvement. 1. The college counts costs by sections rather than classes and since art has so many combined classes we are dropping Level II sections, therefore not meeting the stated college goal of academic transfer prep. 2. The system needs to recognize that new last add/ drop day being the second day of classes, causes low enrollment in art studios because students find out information on the first day such as supply costs and equipments costs and they drop. And then no one can add, where in the past we have had waiting lists for students to take the class. This is a further problem when the first week of classes has a holiday. In spring 2011, there were no Monday classes because of Martin Luther King, Jr. holiday. As a result, classes that meet on Monday & Wednesday, only met once that week (on Wednesday). 3. In courses that require students to use a computer work station during official class time (ie. ARTS 2348 Digital Art & ARTS 2356 Photography), we cannot raise the student enrollment cap because there are not enough work stations. 4. ARTS has asked to increased sections offered, but if no additional budget is not received for them these sections will be compromised. 5. Becoming proficient with Student Learning Outcomes that ARTS is spending so much time to develop. This is a new process, direction and communication from system and within discipline needs to improve. Discipline Chairs need to plan ahead and have the PSLO in place at the beginning of the each semester. Perhaps with changing needs that the System identifies in middle of semesters, there is less than clear communication with colleges regarding development, requirement, and due dates for PSLO Assessments. 6. Finding improving ways to overcome obstacles to discipline member collaboration, even more so for members from different college locations. The width and breadth of the system makes collaboration difficult, including leading to misunderstanding of discipline objectives and objectives that rise above a discipline member’s more familiar, basic responsibilities. 7. Meaningful communication is sometimes lost in the inadequacy of email communication. 8. We spend unnecessary time recreating pedagogical materials in reaction to new books and learning web pages that come too often. Otherwise, some members could provide their Program Review feedback earlier. 9. At Northwest (NW), we now have an inefficient method of making copies for our classes (overall, not just art) because a lack of supervision created an atmosphere where people copied to excess. 10. NW faculty need scantron grading and item analysis forms. 11. The Northeast (NE) department is sometimes asked to do things that we do not have funds for, which means that we must apply for funds from CAB or others. The assistant chair is inexperienced in working through the channels of the college. 12. We need a room with desktop computers and a scanner to teach digital art. Our students are not current technology for that class. (NE) AcademicProgramReview_revisedMarch2010 using Page 3 of 102 DISCIPLINE: ARTS RECOMMENDATIONS FOR IMPROVEMENT Provide recommendations for improvement that will bring the discipline into compliance with the Discipline Program Review Standards. You must include all standards where the discipline does not meet the standard and the recommendation must state what will be done. Standard I. 1a Recommendation Indicate Year to be Addressed/Completed 1. Discipline will develop a purpose statement that supports the HCC mission. 2010-2011 To engender in all students an understanding of Art and its role in all societies. To offer high quality academic transfer courses to the student of Art. To make Art courses available to students for professional development. To serve the college and the greater community as a resource and catalyst for collaborative projects. To provide space to showcase student works and other exhibits that serve as a cross-discipline curriculum resource. To introduce the community to the Art Department at the System's various colleges and all their offerings. II. 2a 2. Discipline will increase course retention rates by 5%. 2011-2012 III. 2a 3. Discipline will develop a master course for distance education by summer 2012. 2011-2012 To our knowledge there has not been a Request for Proposal (RFP) put out by system for Art Master Courses. In regard to it, the ARTS Discipline Committee voted and approved a Design I course for DE at least two years ago. It was not voted “to be a master course design”, more as the next ARTS course rollout that might function as a DE course, since Art Appreciation and Art History I & II had been developed already and approved. Generally speaking, the Master Course idea has created tension among the ranks of faculty in at least five out of the six colleges (Coleman excluded) at all levels. KEY PLANNING ISSUES Provide any planning issues that may hamper improvement of the discipline, such as financial implications, personnel, and etc. related to any recommendations identified. Provide justification using data to support your request. At SW, it will be a challenge for the 2011-12 academic year to maintain the studios at Stafford because of the renovations. SW will relocate some class sections without reducing classes offered. SW does not have any data to support anything. It would like to offer open studio hours at the West Loop Center but we don’t have the budget at the moment to support an additional aide who could also staff the Gallery which will open in summer 2011. AcademicProgramReview_revisedMarch2010 Page 4 of 102 DISCIPLINE: ARTS SS INDICATOR: HOUSTON COMMUNITY COLLEGE ACADEMIC DISCIPLINE PROGRAM REVIEW LEARN I.1 MEASURE: PURPOSE I.1a STANDARD: The institution engages in ongoing, integrated, and institution-wide research based planning and evaluation process that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (SACS 2.5) The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes and provides evidence of improvement based on analysis of results in each of the following areas: educational programs, to include student learning outcomes… (SACS 3.3.1) The institution identifies college-level general education competencies and the extent to which graduates have attained them. (SACS 3.5.1) 1. What is the purpose statement for the academic discipline? 2. To engender in all students an understanding of Art and its role in all societies. To offer high quality academic transfer courses to the student of Art. To make Art courses available to students for professional development. To serve the college and the greater community as a resource and catalyst for collaborative projects. To provide space to showcase student works and other exhibits that serve as a cross-discipline curriculum resource. To introduce the community to the Art Department at the System's various colleges and all their offerings. Where is the purpose statement published? X X College Catalog Program Website Located on-line @ HCC Academic Disciplines List under ‘Art Studio/Art History’ at the following link: http://learningwebsys.hccs.edu/discipline/art/about.html Program Brochure 3. Describe how the discipline’s purpose supports the HCCS mission. 1) The ART Discipline’s mission goal of “offering high quality academic transfer courses to the student of ART” supports HCC’s mission goal of offering high-quality education for academic advancement. 2) The ART Discipline mission to “offer ART courses available to students for professional development” supports HCC’s mission of offering high-quality education for career development. 3) The ART Discipline’s mission to “introduce the community to the ART Department at the System’s various colleges and all their offerings” supports HCC’s mission goal of offering high-quality education for life-long learning. AcademicProgramReview_revisedMarch2010 Page 5 of 102 DISCIPLINE: ARTS 4. Complete the discipline’s curriculum map below which details the discipline student learning outcomes (SLO) and the HCC core learning outcomes (competencies) addressed by each discipline level SLO. See http://www.hccs.edu/hccs/faculty-staff/curriculum-curricunet for the printable template. HCC’s core competencies are listed in the HCC Catalog in the “Academic Degree” section in which the core curriculum is explained. The curriculum map is finished. We have 6 PSLO’s. Each PSLO should get assessed once every 4 years. If we assess one per semester, we are in good shape. However, there is confusion about SLO’s and PSLO’s and how to integrate them into our teaching. Who sees the results and at what point in the school year is the resulting data made available in order to make use of the data collected? Northeast (NE) still uses the SLO developed by Stan to be certain that we remain true to the goals it outlines. We think copies should be available to adjuncts just to remind them of our outcome goals. AcademicProgramReview_revisedMarch2010 Page 6 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number: Art Appreciation ARTS 1301 Course Title, Rubric, and Number: Art History I ARTS 1303 Course Title, Rubric, and Number: Art History II ARTS 1304 Course Title, Rubric, and Number: Design I (2-dimensional) ARTS 1311 Course Title, Rubric, and Number: Design II (3-dimensional) ARTS 1312 Program SLO # 1 Program SLO # 2 Program SLO # 3 (level 1, knowledge) Graduates will recognize the importance of integrity, accountability, artistic freedom and open-mindedness in their individual artistic production and in wide-ranging shared civic responsibility. (level 3, application) Graduates are prepared for life and work in a global and technological society. (level 4, analysis) Graduates will demonstrate competence in basic art studio skills and/or art history knowledge. Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL Core Competencies: R W S/L CT C/IL AcademicProgramReview_revisedMarch2010 Page 7 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number: Drawing I ARTS 1316 Course Title, Rubric, and Number: Drawing II ARTS 1317 Course Title, Rubric, and Number: Life Drawing I (3rd semester drawing) ARTS 2323 Course Title, Rubric, and Number: Life Drawing II (4th semester drawing) ARTS 2324 Course Title, Rubric, and Number: Painting I ARTS 2316 Course Title, Rubric, and Number: Painting II ARTS 2317 All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced AcademicProgramReview_revisedMarch2010 Page 8 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number: Sculpture I ARTS 2326 Course Title, Rubric, and Number: Sculpture II ARTS 2327 Course Title, Rubric, and Number: Printmaking I ARTS 2333 Course Title, Rubric, and Number: Printmaking II ARTS 2334 Course Title, Rubric, and Number: Fiber Arts I ARTS 2336 Course Title, Rubric, and Number: Fiber Arts II ARTS 2337 Course Title, Rubric, and Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: AcademicProgramReview_revisedMarch2010 Page 9 of 102 DISCIPLINE: ARTS Number: Art Metals I ARTS 2341 Course Title, Rubric, and Number: Art Metals II ARTS 2342 Course Title, Rubric, and Number: Ceramics I ARTS 2346 Course Title, Rubric, and Number Ceramics II ARTS 2347 Course Title, Rubric, and Number: Digital Art I ARTS 2348 Course Title, Rubric, and Number: Digital Art II ARTS 2349 Course Title, Rubric, and Number: Photography I N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced AcademicProgramReview_revisedMarch2010 Page 10 of 102 DISCIPLINE: ARTS (fine arts emphasis) ARTS 2356 Course Title, Rubric, and Number: Photography II (fine arts emphasis) ARTS 2357 Course Title, Rubric, and Number: Watercolor I ARTS 2366 Course Title, Rubric, and Number: Watercolor II ARTS 2367 Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Taught at Level: N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course AcademicProgramReview_revisedMarch2010 Page 11 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number Art Appreciation ARTS 1301 Course Title, Rubric, and Number: Art History I ARTS 1303 Course Title, Rubric, and Number: Art History II ARTS 1304 Course Title, Rubric, and Number: Design I (2-dimensional) ARTS 1311 Course Title, Rubric, and Number: Design II (3-dimensional) ARTS 1312 Course Title, Rubric, and Number: Drawing I Program SLO # 4 (level 5, synthesis) Graduates will relate knowledge, skills, discipline and responsibility to successfully live and work after graduation. Program SLO # 5 (level 6, evaluation; level 5, synthesis) Graduates can evaluate and relate art theories, elements, principals & styles in practical, day-to-day artistic experiences in their own work & in wider contemporary world. Program SLO # 6 (level 6, evaluation) Graduates will relate the high ethical and professional standards of their faculty to their own experience. Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced AcademicProgramReview_revisedMarch2010 Page 12 of 102 DISCIPLINE: ARTS ARTS 1316 Course Title, Rubric, and Number: Drawing II ARTS 1317 Course Title, Rubric, and Number: Life Drawing I (3rd semester drawing) ARTS 2323 Course Title, Rubric, and Number: Life Drawing II (4th semester drawing) ARTS 2324 Course Title, Rubric, and Number: Painting I ARTS 2316 Course Title, Rubric, and Number: Painting II ARTS 2317 Course Title, Rubric, and Number: Sculpture I ARTS 2326 Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: Core Competencies: Core Competencies: AcademicProgramReview_revisedMarch2010 Page 13 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number: Sculpture II ARTS 2327 Course Title, Rubric, and Number: Printmaking I ARTS 2333 Course Title, Rubric, and Number: Printmaking II ARTS 2334 Course Title, Rubric, and Number: Fiber Arts I ARTS 2336 Course Title, Rubric, and Number: Fiber Arts II ARTS 2337 Course Title, Rubric, and Number: Art Metals I ARTS 2341 R W S/L CT C/IL All Core Competencies are addressed in each ARTS course R W S/L CT C/IL All Core Competencies are addressed in each ARTS course R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are Core Competencies: R W S/L CT C/IL All Core Competencies are Core Competencies: R W S/L CT C/IL All Core Competencies are AcademicProgramReview_revisedMarch2010 Page 14 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number: Art Metals II ARTS 2342 Course Title, Rubric, and Number: Ceramics I ARTS 2346 Course Title, Rubric, and Number Ceramics II ARTS 2347 Course Title, Rubric, and Number: Digital Art I ARTS 2348 Course Title, Rubric, and Number: Digital Art II ARTS 2349 Course Title, Rubric, and Number: Photography I (fine arts emphasis) ARTS 2356 addressed in each ARTS course addressed in each ARTS course addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course AcademicProgramReview_revisedMarch2010 Page 15 of 102 DISCIPLINE: ARTS Course Title, Rubric, and Number: Photography II (fine arts emphasis) ARTS 2357 Course Title, Rubric, and Number: Watercolor I ARTS 2366 ARTS 2366 Course Title, Rubric, and Number: Watercolor II ARTS 2367 Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Taught at Level: Taught at Level: Taught at Level: N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced N/A Basic Intermediate Advanced Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R W S/L CT C/IL All Core Competencies are addressed in each ARTS course Core Competencies: R = Reading, W = Writing, S/L = Speaking/Listening, CT = Critical Thinking, C/IL = Computer/Information Literacy AcademicProgramReview_revisedMarch2010 Page 16 of 102 DISCIPLINE: ARTS 5. Complete the following assessment report for the discipline. For an example and the printable template, see http://www.hccs.edu/hccs/faculty-staff/curriculum-curricunet 6. Course SLO (Observation A) results, executed spring 2010, follow immediately below: Program/ Course Student Learning Outcome (SLO) Description of Assessment Rubric or Method Used for Scoring of Assessment Results Plan for Use of Results to improve Teaching and Learning PSLO (level 6, evaluation; level 5, synthesis) All full-time and adjunct faculty teaching ARTS 1301 Art Appreciation (designed for non-art majors) during Spring 2010 will administer a 10 question survey/quiz/assessment from the course text to all ARTS 1301 students. Each student will complete the same assessment. The assessment has 10 multiple choice questions including 3 images. Rubric: A 10 question survey on the Formal Elements and Principles of Design in Art. This rubric can be found on SharePoint under the Academic ARTS Discipline. See affiliated spreadsheet for averages and participation data. It can be found on SharePoint under the Academic ARTS Discipline. ARTS Discipline is pleased with results and plans to test a different SLO on the next cycle. Graduates can evaluate and relate art theories, elements, principles and styles in practical, dayto-day artistic experiences in their own work and in the wider contemporary world. ARTS 1301 SLO (Level 3) Apply the formal elements and principles of design to works from the text. Each faculty member teaching ARTS 1301 will grade each survey/quiz/assessment and mark it 0, 10, 20, 30, 40, 50, 60, 70, 80, 90 or 100. Each ARTS 1301 instructor will return all completed surveys with section average (cover sheet attached to each section) to their college Art Discipline assessment representative. The college representative will return to Stanley Kaminski. The assessment and instructions will be distributed to faculty at each college by the appropriate (or designated) full-time Art Discipline Committee representative for each college. This assessment will provide a beginning picture of what our students know. The goal is to do our best, most honest work and then “close the loop” in the future. Stanley Kaminski, Art Curriculum Specialist for Spring 2010, will reconcile class averages and participation data by CRN and college program (in fully auditable form). The average of ARTS majors and ARTS majors planning to graduate from HCC was 70%. This data suggests learning is already happening, particularly in our most important subject area for visual art: the formal elements and the principles of design. This observer was surprised to see so many art majors enrolled in a class that is not part of the Associate (Arts Specialty Area) Degree plan. Recommendations: The HCC Academic Art program should reiterate the Program Student Learning Outcomes and the Course Student Learning Outcomes and Objectives at every appropriate opportunity to faculty and students. The (recognition, comprehension, production, analysis, coordination and appraisal) of formal elements and principles of design should be interwoven into every ARTS course lecture, project and/or learning activity where appropriate. The Art discipline should further develop strategies that communicate the importance of, encourage the teaching and learning of, and follow through with assessment of all our Program Student Learning Outcomes, particularly the formal elements and principles of design. The Academic art discipline should develop a plan to educate art majors that ARTS 1301 does not count toward the AA Arts Specialty Area degree plan. AcademicProgramReview_revisedMarch2010 Page 17 of 102 DISCIPLINE: ARTS Program SLO (Observation B) results, executed fall 2010, follow immediately below: Program/ Course Student Learning Outcome (SLO) Description of Assessment Rubric or Method Used for Scoring of Assessment Results Plan for Use of Results to improve Teaching and Learning PSLO #3: (level 4, Analysis) Colleges offering ARTS studio classes present student art exhibits annually or semesterly… Rubric: This assessment is a simple comparison of the number of student show participants to the number of enrolled students. Fall semester 2010 had 1096 total students enrolled at the final drop date. Considering the unforeseen circumstances that interfered with the current assessment (see Rubric column) and that future assessments can suffer from similar unforeseen circumstances, the ARTS Discipline is satisfied with the results of the current assessment. Graduates will demonstrate competence in basic art studio skill and/or art history knowledge. Observed for: ARTS 1311, 1312, 1316, 1317, 2316, 2317, 2323 2324, 2326, 2327, 2333, 2334, 2341, 2342, 2346, 2347, 2348 2349, 2356 2357, 2366, 2367 The verb ‘demonstrate’ is found under Application in Bloom’s Taxonomy of Measurable Verbs and… Curriculum guidelines for studio courses include “Demonstrate the ability to present works of exhibition quality.” So… We will assess competence in basic studio art skills by measuring the percentage of students in studio classes who successfully participate in the exhibits. Participating students must present museum ready artworks for installation. Data will include tag information for each work, including course (ie: Painting II) in which the work was completed within. Some colleges may include instructor. The gallery coordinator for each college will send data on students in each exhibit to Michael Golden who will organize data by college and discipline. In conducting this assessment, we found that criteria and standards for student art exhibits vary at the colleges. There were also unforeseen circumstances that interfered with our method: 1) gallery alternative assignments at some colleges were undervalued which meant colleges cut their student exhibit in the fall, 544 students exhibited in student art shows at the colleges. This is 50%. A more helpful analysis is that 978 studio students had the option to exhibit, and 681 entered, or 70%. See affiliated spreadsheet for averages and participation data. This data also provides insight for each college, each course, and each instructor Several adjunct professors at HCC Colleges also teach at other GCIC colleges and when presented this data gave their opinions that participation was much greater at Central, NW, and SW than other GCIC colleges. 2) different information was included in the reports from different colleges, and… Jurors at Central and SW commented on the strength of work when jurying the exhibits. 3) some colleges have juried exhibits and some have mandatory exhibits. Many HCC students also exhibit at Houston venues and galleries, and have their work included in HCC student publications. Consequently, ARTS Discipline’s Plan for Use of Results will be to assess a different Program SLO on the next submittal cycle. One Drawing I class at Central and one Design I class at NW did not participate in their college exhibits. AcademicProgramReview_revisedMarch2010 Page 18 of 102 DISCIPLINE: ARTS Program SLO (Observation C) results, executed spring 2011, follow immediately below: *** ARTS debates whether this 3rd PSLO assessment was to be executed in spring 2011. Many faculty and administrators were not aware one was due. But, an email from Director of Learning Initiatives suggested it was. If this was not required, it will be removed from this program review and assessed at a later date. Program/ Course Student Learning Outcome (SLO) Description of Assessment Rubric or Method Used for Scoring of Assessment Results Plan for Use of Results to improve Teaching and Learning PSLO (level 1, Knowledge) Graduates will recognize the importance of integrity, accountability, artistic freedom and openmindedness in their individual artistic production and in wide-ranging shared civic responsibility. All full-time and adjunct faculty teaching ARTS studio courses during Spring 2011 will administer a 4question short-answer survey to their studio art students. These questions will relate to a video about a contemporary professional artist. Students will breakup into groups of 3 or 4 and discuss/answer questions in survey after watching video. Students are considering the importance of integrity, accountability, artistic freedom and openmindedness of the artist and his audience. Each question requires an explanation. Rubric forthcoming Assessment contains four questions that pertain to a PBS Frontline video about internationally recognized contemporary Chinese artist Ai Weiwei, an artist currently being detained by the Chinese government allegedly for tax evasion, destroying evidence and distribution of pornography. Political leaders around the world, including the President of the United States, the world’s major museusms and art organizations and members of the professional art world are petitioning the Chinese government for the artist’s safe release and withdrawal of charges. Mr. Weiwei is an outspoken critic of Chinese government policy. To be announced. To be announced. Observed for: ARTS 1311, 1312, 1316, 1317, 2316, 2317, 2323 2324, 2326, 2327, 2333, 2334, 2341, 2342, 2346, 2347, 2348 2349, 2356 2357, 2366, 2367 The verb ’recognize’ falls under Comprehension in Bloom’s Taxonomy of Measurable Verbs. Instructors will grade each assessment and mark it 0%, 25%, 75% or 100% correct. Each ARTS studio instructor will return all completed surveys with section average (cover sheet attached to each section) to their college. Results will be forwarded to Michael Gonzales. Michael Gonzales, ARTS Discipline Chair, will reconcile class averages and participation data by CRN and college program. This assessment is currently being administered to students. When completed and scored versus rubric, assessment questions, rubric and results will be submitted. The assessment and instructions will be distributed to faculty at each college by the appropriate (or designated) full-time Art Discipline Committee representative for each college. AcademicProgramReview_revisedMarch2010 Page 19 of 102 DISCIPLINE: ARTS 7. Describe how the discipline assesses the student achievement of the general education core SLOs (competencies). The core SLOs are reading, writing, speaking, listening, critical thinking and computer/information literacy. (This may be combined with the assessment of the discipline SLO and described on the assessment report form.) In lecture courses, quizzes and tests help assess the reading, listening and critical thinking competencies of students. Group projects and assigned papers/presentations help assess the reading, writing, speaking, listening, critical thinking and computer/information literacy competencies of students. Placement of course syllabi and additional course resources and/or links to them on the Learning Web helps assess the computer/information literacy competencies of students. In studio classes, execution of individual art projects helps assess the listening, critical thinking, and in some cases, reading competencies of students. Required writing assignment requiring a minimum of 1000 words helps assess the reading, writing, critical thinking and computer/information literacy competencies. Class critiques help assess the speaking, listening and critical thinking competencies. Placement of course syllabi and additional course resources and/or links to them on the Learning Web helps assess the computer/information literacy competencies of students. In both cases, ultimately, student success rates help assess the general education core SLOs. However, this is a new process, there exists an atmosphere that SLO’s are a rather cumbersome thing that defy evaluation. The evaluation must address learning outcomes. This needs improvement and hopefully it will come as we get use to this process. See the course guides. It’s all in there in great detail. 8. If the discipline has determined at what level a SLO will be covered in a particular course, describe this progression through the curriculum. This command is vague. One would assume this refers to progressions like Drawing I and Drawing II. All courses have set levels for each SLO and PSLO. The course guides show this already. Nonetheless, the assessment of SLOs is relatively new. ARTS is learning from this new process. The first two assessments were not subjective applied in the following manner. Observation A included a quiz distributed to ARTS 1301 Art Appreciation students. The quiz was not subjective, students either knew the correct answer or they did not. The quiz was on Formal Elements and Principles of Design in Art, something that is definitely covered in this course. This quiz could be assessed in some other courses. Observation B documented the number of students participating in discipline required student art exhibitions. This was not a subjective assessment, either student participated or they did not. Observation C is not complete yet. Finally, a study of progression SLOs though the curriculum has not been completed yet. Is the question here about how we address “reading” from ARTS 1301 Art Appreciation or History through Design, Drawing, Painting, etc? OR are we talking about the Program SLO’s and how they are followed? Do we pick one PSLO or do we address all 6? This seems to be requiring a rather thorough, in-depth evaluation and we don’t think we have done or are prepared to do the work that is necessary. This is an evaluation that should have begun 2 or 3 years ago when this was first introduced. How do we make up for lost time? Can someone explain the ‘what’ and ‘why’ of levels? 9. What changes were made in a course or the curriculum as a result of this assessment? Attach copies of the report(s) by the discipline faculty describing changes and adjustments to instruction resulting from a study of the assessment results of each SLO. The results are on the documents. See under “Results” and “Plan for Use of Results to improve Teaching and Learning.” The discipline committee was satisfied with the results of the Course SLO Observation ‘A’. Observation ‘A’ was an initial bench mark for which to track future evaluations of this assessment. Observation ‘A’ tracks student comprehension and retention of ‘Formal Elements and Principles of Design’ in Art by students enrolled in ARTS 1301 Art Appreciation. These Elements and Principles must be a part of every ARTS course offered systemwide. All Full-time and Adjunct faculty must include them in their courses of instruction. Observation ‘A’ was the first ever PSLO to be assessed. The discipline is working out the wrinkles in assessment process. This was an objective assessment; students either understood questions regarding art terminology, or they did not. AcademicProgramReview_revisedMarch2010 Page 20 of 102 DISCIPLINE: ARTS Results of Observation ‘B’ (for fall 2010) were submitted this spring 2011. Discussion of what changes can be made from these results will be considered in full beginning in fall 2011. The discipline committee was satisfied with the results of the Program SLO Observation ‘B’. Observation ‘B’ is a beginning bench mark for which to track future evaluations of this assessment. Observation ‘B’ tracks ART student competence in basic art studio skills. This observation records student participation in ART discipline student art exhibitions. All instructors, full-time and adjunct, must participate in execution of Course and Program SLOs. They must understand that participation in student art exhibitions is a requirement for fulfilling SLOs and is valued by the discipline as an important learning tool. Communication of the value of this assessment and commitment of all the faculty to it requires improvement. This was an objective assessment; students either participated in student art exhibitions, or they did not. Observation ‘C’ performed in Spring 2011 is currently in process. Results are not yet available. 10. If there is a rubric used district-wide to evaluate student achievement of a SLO when grading a test/paper/activity that has been chosen as the district-wide assessment method for an SLO, attach it to this document. If a rubric has not been created or used, explain and provide a timeline for creating one if one is needed. The key word is “if”. That is not a “must”. A rubric may not be appropriate for some or all of our PSLO’s anyway. No rubrics were used for Observation A and B. The Course SLO (Observation A) and Program SLO (Observation B) observed for this program review do not involve subjective evaluations. PSLO ‘Observation C’ is currently being executed; results will be provided in the near future. The rubric for it, the assessment instrument and results will be delivered after results are accumulated and complied. In the future, we need to have a concrete proposal for an assessment at the beginning of the semester. 11. How have part-time faculty been made aware of the need to assess student learning outcomes and been included in assessment activities? The part-time faculty are informed ‘in-person’ and through emails in how to gather data required for SLO assessments. All instructors, full and part-time, are what we ultimately rely upon in building assessments. All faculty, full or part time, should be aware because the SLO’s and PSLO’s are on every syllabus. We do agree, we should make and preserve an order for our curriculum map. We have assessed 3 of 6 in two years, so we should set in stone which years assess which PSLO’s AND ETCH IT IN STONE SOMEWHERE. Remember, each PSLO need to only be assessed once every 4 years. This means we (PSLO assessing) will have semesters off in this rotation. 12. If your Student Learning Outcome assessment results make clear that particular resources are needed to more effectively serve students make sure to describe the need here with estimated costs, if applicable. Not applicable Recommendations: List any recommendations for improvements. Recommend that we figure out a way that FT faculty in a particular subject get together to clarify the approach for each PSLO. After that we need to address the SLO’s that are in the required Syllabi so that we can present them to the adjunct faculty. Information is too scattered when approached solely in email. Changing Discipline Chairs creates breaks in our historical records process. Also, reinvention of Learning Web has caused a break in our ARTS records. The approach should be open and flexible as the years go by. We need a rotation. We could designate that in 10 minutes. Everything else is finished as far as curriculum goes. Many committee members do not understand PSLO’s, SLO’s, assessment, “closing the loop” or the curriculum map. For instance, grades do not matter in assessment. The fact that we are closing the loop and can create evidence that we are closing the loop is what matters. We must keep it simple. It would be nice to have a person who handles this permanently, a “fire boss” for curriculum, if you will. That person should be appropriately compensated and shielded from interfering assignments. AcademicProgramReview_revisedMarch2010 Page 21 of 102 DISCIPLINE: ARTS I.2 MEASURE: STUDENT SATISFACTION I.2 STANDARD: Programs measure and document student satisfaction and use the results for program improvement. (CB IIIC.C) 1. Measurement of student satisfaction is based on at least one (1) of the following and surveys indicating 80% student satisfaction with discipline instruction: X Student Survey Co-Op/Internships Evaluation SEOI Results (SEE RESOURCE NOTEBOOK) Discipline Specific Survey Other, please list: *Optional interview with students may be conducted for this measure. Please attach interview records with student observations. 2. How are the results used for improvement overall? Please give specific examples for each item checked. Provide documentation as evidence. While individual instructors may address some of the issues, do SEOI’s actually address what the students are learning? They address whether the faculty member does what the System requires. They do not address learning outcomes. This information must be shared with all campuses, transparency is required. Any of the above measurements are more relavent if seen within a larger context. System is working on a website that will allow sorting of criteria and information within our own system; due out in fall and public information on the web. Instructors should use SEOI every year and adapt as necessary. Supervisors should be overseeing the completion and results of the SEOI. Many times this goes undone. Recommendations: List any recommendations for improvements. Full-time members to be responsible for an area of expertise and communicate amongst those teachers who work in these courses to develop a cohesive approach to student learning. The Discipline might consider taking wider view of student retention, such as the CCSSEE provides. It is administered every spring semester, nationally, as a research and service project of the Community College Leadership Program in The University of Texas at Austin College of Education “It requires continuing acts of courage — on the part of community college presidents, other administrative leaders, faculty, and staff — to “hold up the mirror” to institutional performance, routinely review data that insistently tell the truth about students’ experiences in our colleges, and then use those truths to inform decisions about how to increase successful outcomes for a diverse student population.” AcademicProgramReview_revisedMarch2010 Page 22 of 102 DISCIPLINE: ARTS II. CRITICA SUCCESS INDICATOR: STUDENT SUCCESS II.1 MEASURE: IDENTIFICATION OF STUDENTS IN THE DISCIPLINE II.1a STANDARD: Enrollment is adequate and appropriate based on approximate annual enrollment capacity identified for the discipline. 1. Review enrollment data for the discipline by course for the past three years. Explain increases and/or decreases. Discipline Enrollment Trends by Colleges (SEE RESOURCE NOTEBOOK) Course by Program Sum10 Number of Students (duplicated Enrollment in the ARTS Program) Central Coleman Northeast Northwest Southeast 263 0 49 264 433 Southwest 437 Total 1,446 Spring 10 1,171 0 453 600 997 1,121 4,342 Fall 09 1,102 0 421 620 847 1,089 4,079 Sum 09 250 0 68 212 357 368 1,255 Spring 09 979 0 300 560 802 953 3,594 Fall 2008 960 0 324 599 722 963 3,568 Sum 08 146 0 79 138 428 373 1,164 Spring 08 824 0 186 517 689 868 3,084 Fall 07 Source: OIR 853 0 276 553 631 834 3,147 At Southwest, in the summers, we offer many sections of lecture courses. Our classes are taught by adjuncts. Other colleges limit their adjunct teaching in the summers. We offer Photo, Ceramics, Drawing, and Painting studios in the summer as well. Those courses are limited at other campuses. (SW) Overall, natural enrollment increase all around at all colleges. 2. What is the discipline duplicated enrollment capacity based on available resources (financial, personnel, facilities, etc at each college where the discipline is offered? (Below calculated for Spring 2011) Central College: Currently Under study Northwest College: 627 (spring 2011) Coleman College: n/a Southeast College: Currently Under Study Northeast College: 696 (spring 2011) Southwest College: Currently Under Study Currently, this question is still under evaluation. Results to be forwarded when completed. (CEN) At Central we could NOT have added more students with our present resources due to the lack of equipment, facilities and cuts to our budget. We also have safety issues that would not allow us to add more students to our enrollment. Please note that we did increase enrollment in spring 2011 in our Art History from 30 to 35, Art Appreciation 30 to 32, Metals Jewelry 15 to 17 and Digital classes 12 to 15. Does it have something to do with students taking classes at more than one of the colleges (DE its own college at one time)? I think this was implemented when they were trying to get a handle on students taking DE courses, after de-centralizing DE to the six colleges, then also trying to make sense of students enrolled in DE and at each college, too. (SE) (SW) At Southwest, each year when we analyze our semester data, we are at least 90% of our capacity. In lecture classrooms that are equipped with seating for 30 students, we frequently borrow seating to add one or two seats (if the size of the classroom allows.) The studio classrooms at SW which, with the exception of the West Loop studios, are small and cramped, full capacity is from 12 – 16. When enrollment data is reviewed by upper administration, we are always concerned that the size of the facilities and the limited equipment inventory is not included in the data analysis. AcademicProgramReview_revisedMarch2010 Page 23 of 102 DISCIPLINE: ARTS Is the number of students taking courses adequate to support the discipline at all colleges? X Yes CEN, SW No, please explain: (CEN) Yes. We think the number of students taking courses adequately support the discipline at Central. (NE) Do not know. Do not know how to answer this question with confidence. (NW) Do not know. Do not know how to answer this question with confidence. (SE) No, not in studio courses in particular. But, we are just getting started offering a menu of studio courses, too. This summer, in studio, however, we dropped 2 or 3 courses, due to quotas and studio courses have so few students that can enroll, they are not supported by administration, particularly, because they lower the student average per course by a department. Therefore, studio courses are more easily sacrificed. (SE) Southeast has been able to build a studio course program because of the dependability of the lecture courses on campus and particularly via the DE program. Those have allowed us the ability to plan and project. (SW) Yes. Although last summer some sections were prematurely deleted due to perceived low enrollment— they were cut, in some cases, 3 weeks before the term began. 3. What process is in place to evaluate the continued offering of low enrollment courses? (CEN) Low enrollment classes allow us to have a reputable, stable offering to be able to complete transfer programs to 4-year institutions. Also, by attaining Associates in Arts degrees to complete program in order to fulfill requirement of state guidelines. They also show our program to be the state of education for continued consistency of our strong program discipline. (NE) Classes with low enrollments have been allowed to run at Codwell and Northforest. I do know the rationale for this, but I believe the NE college is trying to cultivate a student body. If the classes never run, they never attract students which creates a circle of low enrollment. Recently this practice is being discouraged. (NW) We do not offer low enrollment courses, but studio courses are limited due to space and the one-on-one nature of the courses (SE) When we list any course at SE, we follow enrollment numbers daily, and especially DE courses. We use stop enrollment on DE courses, and open one only as another fills to near capacity. Our High Enrollment lecture courses (including DE) would be used to support our studio courses which have smaller caps. (SE) Even though it costs the college absolutely nothing to run/teach any studio II, the listing of a studio II course continues to be a problem and requires justification every semester. Perhaps it is something our discipline needs to consult with Peoplesoft folks about, in the same room, rather than admin alone. It is tied to a technical problem in Peoplesoft, in our view. (SW) We no longer seem to have that option. Not a part of my direct responsibility. 4. Does the discipline have a limited enrollment capacity? X No Yes, please describe: affected by facilities, equipment and safety issues in studios (CEN) Yes, due to facilities, equipment and safety issues in the studios (NE) Yes. The Northline campus is over-crowded; we are offering hybrid classes to relieve this problem. In contrast, the buildings at Codwell are under-utilized. Northline has the capacity for growth, but we need more space. (NW) Northwest is limited by physical size of classrooms, studio facilities, budget and current number of faculty. (SE) Yes, due to facilities for studio courses; cost of managing and safety concerns. (SW) Don’t know, although we are limited by the physical size of our studio facilities on each campus. AcademicProgramReview_revisedMarch2010 Page 24 of 102 DISCIPLINE: ARTS 5. Based on the above information, what is your analysis of this three-year enrollment trend? Be specific in terms of increases and decreases and rationale for either. (NE) The duplicated enrollment number (696) indicate that Northline is growing. The spring semester of 2010 had a duplicated enrollment of 453, which means the enrollment for 2011 is an increase of more than 230. Should this continue, Northline will not meet the needs of the demand. (SE) Studio courses at SE and Distance Education at SE bring to light the enrollment discrepancies in our summer programs. It will be interesting to see how the 10.5 contracts play into this. (SW) The enrollment trend is staggering. If you take an average of the provided data, you will see that from fall 2007 to fall 2009, SW had a 30.5% increase in enrollment. From spring 2008 to spring 2010, the increase was 29% From summer 2008 to summer 2010, the increase was 17% If one compares that sizeable INCREASE IN ENROLLMENT to the SIZABLE DECREASE IN FUNDING, our future is frightening. Recommendations: List any recommendations for improvements. AcademicProgramReview_revisedMarch2010 Page 25 of 102 DISCIPLINE: ARTS II.2 MEASURE: COURSE RETENTION RATES II.2a STANDARD: Course retention rates demonstrate effective teaching and learning. Institutionalize the Achieving the Dream strategies to improve retention rates of student persistence and successful completion of courses and programs. (HCC Strategic Plan)(Perkins) 70% of the program students will be retained from fall to spring and 60% from fall to fall. 1. Review retention data for the discipline by program and within term (Table 1), and then by fall to spring (Table 2) and then fall to fall (Table 3) for the past three years. Analyze and identify any trends such as, are the retention rates for discipline courses adequate for the level of difficulty of the courses? Are the retention rates for fall to spring and fall to fall increasing or decreasing? If decreasing, explain the possible causes including the retention trends regarding ethnicity and financial aid students. Please provide the information as requested. Table 1 ARTS Program (Course) within Term Retention Rates % (All SCH Students) Program Afr. American Hispanic Asian Caucasian Other End of Term Enrollment % Course Retention Rate Summer 10 70.28 82.54 85.00 87.38 73.68 1,446 79.81 Spring 10 61.68 72.35 77.61 74.82 73.79 4,341 71.00 Fall 09 67.63 74.01 79.20 78.69 71.38 4,078 74.13 Summer 09 82.58 87.82 91.03 90.71 84.42 1,254 87.56 Spring 09 70.93 79.06 84.58 77.52 80.08 3,594 77.82 Fall 08 73.20 78.83 84.32 77.84 79.45 3,568 78.31 Summer 08 80.56 85.80 88.41 83.76 88.06 1,164 84.62 Spring 08 68.87 73.57 84.02 77.31 80.71 3,084 75.42 Fall 07 78.23 81.47 85.00 78.86 77.78 3,147 80.49 Source: OIR 2. Based on the above information (Table 1), what is your analysis of this three year within-term retention rate and its affect on ethnicity and financial aid students? (Note, this information only provide by program, not by individual course.) Overall, these retention rates look good. Students receiving financial aid consistently did better than those that did not. Summer term ‘Within Term Retention Rates’ appear to consistently do better than fall and spring terms. The reason for this cannot be proven by this data, but suggests that summer performance is consistently better. At least a small contributing factor is university students returning home for the summer enroll in some courses at HCC that will transfer to their university. Higher performance may be due to experience and maturity. And, Fall ‘Within Term Retention Rates’ are consistently better than Spring rates. Again, the reason for this cannot be proven by this data. Fall to Spring trend: There appears to be a decrease in retention rates, for all students. The average decrease was less than 5%. The decrease appears to be greatest for African American students, an average of 8% decrease. More students not being retained within the semester. Fall to Fall trend: There appears to be a decrease in retention rates, for all students. The decrease is greatest for African American students. For all students, from Fall 07 to Fall 09, there is a decrease with each year. More students not being retained within the semester. It is difficult to explain performance differences based upon this information. Considerably more study would be required to prove anything based upon ethnicity. AcademicProgramReview_revisedMarch2010 Page 26 of 102 DISCIPLINE: ARTS Table 2 ARTS Fall to Spring Retention Rates % (All SCH Students) Term Afr. American Hispanic Asian Caucasian Other End of Term Enrollment % Course Retention Rate Fall 09-Sp10 79.14 78.79 81.92 73.46 77.78 3,955 78.22 Fall 08-Sp09 76.54 76.14 79.97 69.41 79.49 3,447 76.31 Fall 07-Sp08 70.26 66.69 65.15 60.00 65.38 3,039 65.50 Source: OIR. 3. Based on the above information (Table 2), what is your analysis of this three year fall-to-spring retention rate and its affect on ethnicity and financial aid students? Students receiving financial aid consistently did better than those that did not. Sometimes, up to 20% better retention among students receiving financial aid compared to those who do not. Retention among Caucasians is consistently lower. It is difficult to explain based upon ethnicity, but considerably better retention based upon financial aid suggests that financial aid helps students. A strong connection between financial aid and retention is suggested by this data, but we are assuming the reason why. This is interesting, if OIR numbers are correct. Although there is a decrease in student retention with a single semester, fall-to-spring retention rates are improving. Significant increase from Fall 07-Spring 08 all the way through to Fall 09-Spring 10. (DC) Table 3 Arts Fall to Fall Retention Rates % (All SCH Students) Term Afr. American Hispanic Asian Caucasian Other End of Term Enrollment Course Retention Rate Fall 08-Fall 09 48.16 59.03 58.43 46.09 58.97 3,447 54.13 Fall 07-Fall 08 47.84 57.74 47.73 38.30 44.23 3,039 47.17 Fall 06-Fall 07 42.69 51.81 56.59 45.16 32.50 3,028 45.75 Source: OIR. 4. Based on the above information (Table 3), what is your analysis of this three year fall-to-fall retention rate and its affect on ethnicity and financial aid students? Students receiving financial aid consistently did better than those that did not. The overall difference ranges from 7% to 16% and is not consistent from year to year. The Fall-to-Fall retention rate was weakest for enrolled African American and Caucasian students. Trend based upon ethnicity cannot be reasoned without more intensive study. If OIR numbers are correct. There is about a 6% increase from Fall 07-Spring 08 all the way through to Fall 09Spring 10 in Fall-to-Fall retention rates. Fall-to-Fall retention rates are less than Fall-to-Spring retention rates. AcademicProgramReview_revisedMarch2010 Page 27 of 102 DISCIPLINE: ARTS 5. What is your total analysis of the discipline’s retention rate for the past three years? Explain increases and decreases. Except for Fall-to-Fall, all other retention rate trends are upward, increasing positively. Natural increases are to be expected. Fall-to-Fall is the lowest retention rate. But, is this the result of students typically graduating in spring semesters, or anything? How does OIR figure in graduation rate into any of these figures? 6. Are the retention rates adequate for the level of difficulty of the courses? Retention rates are not provided for each course, only for the entire program. This question cannot be answered with research provided by OIR. Yes, please explain: Cannot answer this question based upon data supplied by OIR. No, please explain: 7. Has the discipline identified the “gatekeeper” courses that prevent students from progressing in the discipline? Yes, list courses: X No, please explain: No courses exist in ART that prevent students from enrolling in other ART courses. 8. What efforts are in place to improve retention (and success) in discipline courses? Central: Opportunities for summer internships Inform students of availability of tutoring from English department for writing assignments as well as online tutoring Provide information to art students regarding Junior Block process at four year colleges or art schools Assist students with creating portfolios for application to four-year colleges or art schools Providing online access to syllabi, calendars, handouts, and assignments via the Learning Web Review sheets and image identification reviews posted online Visits to area museums and galleries Group projects that encourage collaboration Northeast: Increased emphasis on written assignments and optional rewrites Communal projects and assignments Student empowerment through critical analysis and awareness of personal/political/social issues affecting individuals and society Extra credit opportunities Exam review sheets Review sessions for exam Allows the reworking of studio projects for improved grades Field trips with instructor to local museums Class/small group discussions Northwest: Stanley Kaminski provides his home phone number on his syllabi and actually takes calls from his students at his residence Extra credit opportunities S. Kaminski includes a 90% retention rate as an official objective. Credit for class participation in ARTS 2333 and 2334 Review sessions for tests Test study guides Michael Gonzales gives extra credit for office visit. This is meant to help student feel more comfortable with class, instructor and assignments. Other extra credit is available. M. Gonzales allows for the reworking of art studio projects to be resubmitted for a higher grade. Post-test feedback forms relieve tension amongst students. AcademicProgramReview_revisedMarch2010 Page 28 of 102 DISCIPLINE: ARTS Anonymous test data result forms give low scoring students hope that their peers can and do score higher. S. Kaminski dedicates the last hour of class time for students to take or retake one test from the semester. A variety of evaluation methods yield higher grades. Larger quantities of evaluations yield lower stakes for each test, therefore reducing stress and raising scores and success. When faculty accurately define success as “having the peace of mind that you did the best you could with the time and resources you had, and that grades or rankings to other people don’t matter,” students have a better chance to achieve success. All art studios now have a high quality digital presenter with computer, Internet, A/V, and audio. NW studio students participate in art exhibitions in our gallery every semester. Inform students of availability of tutoring from English department for writing assignments as well as online tutoring Providing online access to syllabi, calendars, handouts, and assignments via the Learning Web Review sheets and image identification reviews posted online Visits to area museums and galleries Group projects that encourage collaboration Southeast: Extensive review sessions for tests Early warning system for DE classes Use of “Smart Thinking” to help DE students get feedback on their papers Extra credit assignments are given. The cap of 30 for lecture classes and 10 for studios Informal advising Assignments requiring museum and gallery visits Assignments involving studying local architecture New gallery and studios Will we be getting retention information broken out by course length in the future (with the particular push to 8 week sessions)? (SE) Southwest: Students who join the Fine Arts Club often receive extra credit and earn points toward CAB awards. Connect with local galleries and museums through class assignments and online Blackboard Vista web enhancement for lectures Learning Web Departmental website Faculty accessibility Small classes Informal advising Opportunities for scholarships Opportunities for exhibiting work Awards in juried shows Publishing in Illuminations We are dancing as fast as we can, trying to do the next best thing. What we need time for is following up on Learning Outcomes to see if faculty members are actually using them to boost learning? Time constraints contribute to an atmosphere where there teacher is struggling to fulfill the administrative needs on top of evaluating how the students are learning. AcademicProgramReview_revisedMarch2010 Page 29 of 102 DISCIPLINE: ARTS 9. Does the faculty utilize the Early Alert Program to identify at-risk students for intervention strategies leading to retention and course completion? Use data provided by the District in responding to this question. X Yes, (please explain): The system provides limited Early Alert Data for spring 2009 and fall 2010, including only 1 ARTS course for spring 2009 and only 4 ARTS courses in fall 2010. This data is too limited and inconclusive? But, then again, Early Alert was put into place for DE students because of DE students enrolling who did not know what they were getting into. The DE counselors did and still do use it effectively. It is another example of a DE procedure set up to help the DE counselors and DE students who don’t log in frequently enough. It doesn’t necessarily fit the traditional model of campus counselors working with the on-campus students. Yet, Early Alert is now used for all students, including our great many face-to-face students. Many faculty members maintain a close relationship with their Counseling Offices. It is unclear to some how successful the system really is; sometimes you get a response from a counselor, sometimes not. (Many have found EAP to be next to useless. By the time an instructor realizes that the student is in trouble, it is almost too late to do anything about it because it takes so long for a counselor to respond, or the counselor to confirm with faculty member that they have contacted student.) District admits this is an area for needed improvement in the return communication from counselors to faculty. Finally, faculty are uncertain how the Early Alert Program will be effected now that the position of Academic Counselor has been reduced (furloughs) beginning with the 2011-12 academic year. No, please explain: Recommendations: List any recommendations for improvements. It would probably be useful for the Discipline group at each college to speak with the counselors about the policies. Southwest did this a few years ago and it was successful for quite a while. It is, however, a problem once again especially since there are new counselors. Speed up EAP process. To get it to work, we would have to report by the end of week 2 or 3. We may not know by that time if a student is in trouble. Teaching counselors to use a new piece of software is probably not something they feel they have time for, or that fits into their routine of working with traditional face-to-face students on campus. DE students are expected to communicate online and Early Alert has worked well and has as made improvements. Will this continue to be a problem, now that the position of academic counselor is being reduced beginning with the 2011-2012 academic year? Will we be getting retention information broken out by course length in the future (with the particular push to 8 week sessions)? (SE) AcademicProgramReview_revisedMarch2010 Page 30 of 102 DISCIPLINE: ARTS II.3 MEASURE: COURSE SUCCESS RATE II.3a STANDARD: Course success rates demonstrate satisfactory student learning with 70% of the students completing a course with a C or better or 2% completion rate increase each year to meet measure. 1. Review grade distribution data for the discipline by course and by term for the past three years or 9 terms. Grade Distribution by Course (Source: OIR) Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 1301 Art Appreciation Summer 10 299 179 106 29 64 53 7 >=C 85.4 Spring 10 631 485 215 102 283 163 9 77.1 Fall 09 604 363 223 87 223 122 4 79.1 Summer 09 352 182 42 20 37 36 3 90.6 Spring 09 578 360 240 72 203 155 5 80.8 Fall 08 530 345 183 82 181 117 8 79.6 Summer 08 223 173 53 20 50 26 5 85.7 Spring 08 385 328 150 79 185 111 6 76.2 Fall 07 477 344 149 45 131 94 9 83.9 Three-year Average 82.0 Percentage (%) of Students Receiving Grades Course ARTS 1303 Art History I Term A B C D F W I Summer 10 170 111 58 12 52 43 1 >=C 83.9 Spring 10 242 274 199 79 168 159 7 73.8 Fall 09 328 310 208 80 187 127 10 75.3 Summer 09 146 121 58 11 41 25 5 85.1 Spring 09 228 225 153 74 166 106 4 71.3 Fall 08 271 283 172 79 184 129 11 72.6 Summer 08 131 159 76 15 41 38 2 86.3 Spring 08 196 221 166 66 150 115 7 72.3 Fall 07 253 300 172 46 140 109 13 78.5 Three-year Average 77.7 Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 1304 Art History II Summer 10 46 25 13 6 7 7 1 >=C 85.7 Spring 10 78 50 35 13 39 30 2 75.1 Fall 09 41 32 23 6 28 18 0 73.8 Summer 09 17 9 12 4 5 3 0 80.9 Spring 09 48 36 16 4 16 17 4 80.6 Fall 08 37 41 18 6 24 15 1 75.6 Summer 08 21 21 6 0 6 5 1 87.3 Spring 08 56 45 12 6 26 21 0 77.9 Fall 07 35 42 18 2 9 14 0 89.6 Three-year Average AcademicProgramReview_revisedMarch2010 80.7 Page 31 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course ARTS 1311 Foundation Design I Term A B C D F W I Summer 10 -- -- -- -- Spring 10 33 8 7 6 Fall 09 59 34 13 Summer 09 -- -- -- Spring 09 28 20 7 Fall 08 44 12 9 >=C -- -- -- -- 5 10 0 81.4 9 12 13 0 82.8 -- -- -- -- -- 1 1 11 0 96.5 2 3 11 2 90.3 Summer 08 -- -- -- -- -- -- -- -- Spring 08 22 12 4 1 3 9 0 90.5 Fall 07 30 14 9 2 5 1 0 88.3 Three-year Average 88.3 Percentage (%) of Students Receiving Grades Course ARTS 1312 Foundation Design II Term A B C D F W I Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 52 12 2 0 1 3 2 95.7 Fall 09 16 1 0 0 0 1 0 100.0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 21 3 2 0 0 1 0 100.0 Fall 08 1 1 0 0 0 0 0 100.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 1 5 1 -- -- 1 0 100.0 Fall 07 0 0 1 0 0 0 0 100.0 Three-year Average 99.3 Percentage (%) of Students Receiving Grades Course ARTS 1316 Foundation Drawing I Term A B C D F W I >=C Summer 10 6 3 0 0 1 2 0 90.0 Spring 10 64 38 13 6 9 6 0 88.5 Fall 09 91 39 12 1 10 11 0 92.8 Summer 09 17 5 2 1 0 1 1 92.3 Spring 09 56 38 19 7 10 9 0 86.9 Fall 08 76 44 16 2 14 9 1 88.9 Summer 08 16 7 2 0 0 3 0 100.0 Spring 08 40 31 13 2 9 17 2 86.6 Fall 07 67 32 10 1 10 11 2 89.3 Three-year Average AcademicProgramReview_revisedMarch2010 90.6 Page 32 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course ARTS 1317 Foundation Drawing II Term A B C D F W I Summer 10 5 0 0 0 0 0 0 >=C 100.0 Spring 10 24 14 5 0 2 1 0 95.6 Fall 09 3 2 1 1 5 0 1 46.2 Summer 09 2 2 0 0 0 0 0 100.0 Spring 09 15 10 5 2 1 1 0 90.9 Fall 08 6 2 0 1 0 1 0 88.9 Summer 08 2 0 0 0 0 0 0 100.0 Spring 08 14 4 0 1 0 1 1 90.0 Fall 07 6 2 1 0 0 2 0 100.0 Three-year Average 90.2 Percentage (%) of Students Receiving Grades Course ARTS 2316 Painting I Term A B C D F W I Summer 10 14 12 0 1 0 6 1 >=C 92.9 Spring 10 49 37 11 1 5 13 0 94.2 Fall 09 54 23 8 3 7 14 1 88.5 Summer 09 8 2 2 -- 1 1 0 92.3 Spring 09 39 26 8 5 10 14 0 83.0 Fall 08 46 36 7 1 6 3 2 90.8 Summer 08 -- -- -- -- -- -- -- -- Spring 08 56 13 6 3 4 13 1 90.4 Fall 07 46 22 5 2 8 11 0 88.0 Three-year Average 90.0 Percentage (%) of Students Receiving Grades Course ARTS 2317 Painting II Term A B C D F W I Summer 10 3 1 0 0 0 0 0 >=C Spring 10 10 3 2 0 1 2 0 93.8 Fall 09 7 3 1 0 0 3 0 100.0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 6 3 2 0 1 0 0 91.7 Fall 08 6 1 1 0 1 3 1 80.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 5 1 2 0 0 1 1 88.9 Fall 07 10 1 0 0 1 0 0 91.7 100.0 Three-year Average AcademicProgramReview_revisedMarch2010 92.3 Page 33 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2323 Life Drawing I Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 22 2 3 1 2 5 0 90.0 Fall 09 20 9 2 0 2 4 0 93.9 Summer 09 -- -- -- -- -- -- -- -- Spring 09 16 11 2 1 0 3 0 96.7 Fall 08 33 6 0 0 1 2 1 95.1 Summer 08 -- -- -- -- -- -- -- -- Spring 08 6 5 0 0 0 0 0 100.0 Fall 07 12 11 2 0 1 2 0 96.2 Three-year Average 95.3 Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2324 Life Drawing II Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 9 0 0 0 0 0 0 100.0 Fall 09 5 0 0 0 0 0 1 83.3 Summer 09 -- -- -- -- -- -- -- -- Spring 09 6 4 1 0 0 2 0 100.0 Fall 08 1 1 0 0 0 0 0 100.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 8 4 0 0 0 1 0 100.0 Fall 07 1 1 0 0 0 0 0 100.0 Three-year Average 97.2 Percentage (%) of Students Receiving Grades Course ARTS 2326 Sculpture I Term A B C D F W I Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 39 12 3 1 8 13 0 85.7 Fall 09 47 12 6 1 7 7 0 89.0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 29 14 4 1 1 13 1 94.0 Fall 08 27 25 5 2 3 7 0 91.9 Summer 08 -- -- -- -- -- -- -- -- Spring 08 24 16 5 1 2 11 2 90.0 Fall 07 33 17 5 0 3 6 2 91.7 Three-year Average AcademicProgramReview_revisedMarch2010 90.4 Page 34 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course ARTS 2327 Sculpture II Term A B C D F W I Summer 10 -- -- -- -- -- -- -- >=C Spring 10 3 1 0 1 1 3 0 66.7 Fall 09 5 0 0 0 0 0 0 100.0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 4 1 0 1 0 2 0 83.3 Fall 08 6 2 1 0 1 0 0 90.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 2 1 1 2 0 2 0 66.7 Fall 07 2 4 0 0 0 1 0 100.0 -- Three-year average 84.5 Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2333 Printmaking I Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 17 8 3 2 3 10 0 84.8 Fall 09 27 10 3 0 1 6 0 97.6 Summer 09 -- -- -- -- -- -- -- -- Spring 09 17 8 3 0 3 0 1 87.5 Fall 08 27 4 5 1 2 5 2 87.8 Summer 08 -- -- -- -- -- -- -- -- Spring 08 27 16 3 0 2 4 2 92.0 Fall 07 15 10 3 1 2 4 0 90.3 Three-year average 90.0 Percentage (%) of Students Receiving Grades Course ARTS 2334 Printmaking II Term A B C D F W I Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 6 0 1 0 0 1 0 100.0 Fall 09 1 1 0 0 0 1 0 100.0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 1 0 1 0 0 1 1 66.7 Fall 08 1 0 2 0 0 1 0 100.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 1 1 0 0 1 0 0 66.7 Fall 07 4 0 0 0 0 1 0 100.0 Three-year average AcademicProgramReview_revisedMarch2010 88.9 Page 35 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2341 Jewelry & Metalmaking I Summer 10 10 0 0 0 0 0 0 >=C 100.0 Spring 10 24 9 6 0 4 7 0 90.7 Fall 09 10 4 7 0 4 4 0 84.0 Summer 09 9 2 0 0 0 1 0 100.0 Spring 09 27 4 2 0 0 4 0 100.0 Fall 08 19 2 1 0 2 5 0 91.7 Summer 08 5 3 0 0 0 0 0 100.0 Spring 08 18 2 1 0 0 4 0 100.0 Fall 07 18 3 1 0 1 4 0 95.7 Three-year average 95.8 Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2342 Jewelry & Metalmaking II Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 11 1 1 0 2 2 0 86.7 Fall 09 12 5 1 0 0 1 1 94.7 Summer 09 2 1 0 0 0 0 0 100.0 Spring 09 10 1 0 0 1 1 0 91.7 Fall 08 5 0 0 0 0 1 0 100.0 Summer 08 3 0 0 0 0 1 0 100.0 Spring 08 10 4 0 0 0 1 0 100.0 Fall 07 4 2 1 0 0 0 0 100.0 Three-year average 96.6 Percentage (%) of Students Receiving Grades Course ARTS 2346 Ceramics I Term A B C D F W I Summer 10 22 9 3 0 0 0 0 >=C 100.0 Spring 10 42 16 1 0 3 5 1 93.7 Fall 09 41 20 1 0 1 9 2 95.4 Summer 09 7 5 0 0 0 0 0 100.0 Spring 09 34 18 1 0 2 4 5 88.3 Fall 08 40 15 4 1 6 1 1 88.1 Summer 08 13 6 1 0 1 3 0 95.2 Spring 08 37 16 4 1 1 6 4 90.5 Fall 07 41 13 2 1 3 2 3 88.9 Three-year average AcademicProgramReview_revisedMarch2010 93.3 Page 36 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course ARTS 2347 Ceramics II Term A B C D F W I Summer 10 1 0 0 0 0 0 0 >=C 100.0 Spring 10 9 3 2 0 2 2 0 87.5 Fall 09 6 5 2 0 1 0 0 92.9 Summer 09 -- -- -- -- -- -- -- -- Spring 09 17 3 1 0 0 0 2 91.3 Fall 08 13 1 1 0 1 1 2 83.3 Summer 08 -- -- -- -- -- -- -- -- Spring 08 9 2 1 0 0 3 1 92.3 Fall 07 14 1 1 0 0 0 0 100.0 Three-year average 92.5 Percentage (%) of Students Receiving Grades Course ARTS 2348 Digital Art I Term A B C D F W I Summer 10 6 5 2 0 0 0 0 >=C 100.0 Spring 10 51 20 15 9 13 20 0 79.6 Fall 09 69 36 8 4 7 10 0 91.1 Summer 09 -- -- -- -- -- -- -- -- Spring 09 44 30 6 1 5 9 0 93.0 Fall 08 33 22 9 0 1 9 0 98.5 Summer 08 -- -- -- -- -- -- -- -- Spring 08 21 15 7 5 10 18 1 72.9 Fall 07 17 18 14 6 9 7 1 75.4 Three-year average 87.2 Percentage (%) of Students Receiving Grades Course ARTS 2349 Digital Art II Term A B C D F W I >=C Summer 10 -- -- -- -- -- -- -- -- Spring 10 9 1 2 0 1 2 0 92.3 100.0 Fall 09 5 3 0 0 0 2 0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 7 0 0 0 0 2 0 100.0 Fall 08 2 1 1 0 0 0 0 100.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 4 2 1 0 0 0 0 100.0 Fall 07 6 0 0 0 0 0 0 100.0 Three-year average AcademicProgramReview_revisedMarch2010 98.7 Page 37 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2356 Photography I Summer 10 22 8 2 1 5 3 0 >=C 84.2 Spring 10 33 18 6 2 10 10 1 81.4 Fall 09 46 23 9 2 6 4 0 90.7 Summer 09 25 16 6 1 1 4 0 95.9 Spring 09 30 15 5 2 6 12 1 84.7 Fall 08 36 21 3 3 2 19 3 88.2 Summer 08 13 7 1 0 1 4 0 95.5 Spring 08 31 19 5 2 6 19 2 84.6 Fall 07 37 17 7 1 8 13 0 87.1 Three-year average 88.0 Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2357 Photography II >=C Summer 10 -- -- -- -- -- -- -- -- Spring 10 12 6 1 0 1 2 0 95.0 Fall 09 6 4 0 0 0 2 0 100.0 Summer 09 0 1 0 0 0 0 0 100.0 Spring 09 16 4 0 0 0 1 1 95.2 Fall 08 3 1 0 0 0 2 1 80.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 7 2 0 0 1 0 0 90.0 Fall 07 3 2 4 0 1 0 1 81.8 Three-year average 91.7 Percentage (%) of Students Receiving Grades Course ARTS 2366 Watercolor I Term A B C D F W I >=C Summer 10 -- -- -- -- -- -- -- -- Spring 10 10 8 1 0 2 2 0 90.5 88.9 Fall 09 5 3 0 1 0 0 0 Summer 09 -- -- -- -- -- -- -- -- Spring 09 4 2 0 0 2 1 0 75.0 Fall 08 7 2 0 0 0 1 0 100.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 -- -- -- -- -- -- -- -- Fall 07 -- -- -- -- -- -- -- -- Three-year average AcademicProgramReview_revisedMarch2010 88.6 Page 38 of 102 DISCIPLINE: ARTS Percentage (%) of Students Receiving Grades Course Term A B C D F W I ARTS 2367 Watercolor II Summer 10 -- -- -- -- -- -- -- >=C -- Spring 10 -- -- -- -- -- -- -- -- Fall 09 -- -- -- -- -- -- -- -- Summer 09 -- -- -- -- -- -- -- -- Spring 09 -- -- -- -- -- -- -- -- Fall 08 1 0 0 0 0 0 0 100.0 Summer 08 -- -- -- -- -- -- -- -- Spring 08 -- -- -- -- -- -- -- -- Fall 07 -- -- -- -- -- -- -- -- Three-year average 100.0 * Source of all Grade Distribution data: OIR 2. Based on data provided in tables above, are the success rates (Grades A-C) adequate for the level of difficulty of the courses? Students enrolled in studio courses, 80% to 90% received a grade of ‘C’ or higher. The ART Discipline offers three lecture courses. ART 1301 Art Appreciation and ART 1303 Art History 2, 80% of students received a grade of ‘C’ or higher. In ART 1303 Art History 1, 78% or students received a grade of ‘C’ or higher. This is very close to the other two lecture courses. The slightly lower grade rate may be due to the following factors: It is more dense and difficult subject that ART 1301 Art Appreciation. It requires vast amounts of reading, with new and difficult terminology It is similar to Art History 2, but the latter draws many students who have already taken AH1, and are therefore better prepared. NW says “the AH1 time period (30,000 bce – 1400 ce) is very far removed from contemporary life. X Yes No, please explain: 3. Describe your discipline's process to assess and evaluate levels of student success using course grade data. At semesterly Discipline Committee meetings, student success and course objectives are considered, but no specific process is currently in place. Student success and course objectives are considered for all courses, including lecture courses ARTS 1301, 1303, and 1304. These lecture courses are more reading intensive than studio courses, and require more research. And, 1303 and 1304 are more reading intensive than 1301. By their very nature, they are less hands-on than studio courses. In studio courses, use of more of the human senses (touch) encourages and reinforces learning. 4. Are students at all colleges placed correctly in classes in the discipline? X Yes No, please explain: There are some instances when students are not placed correctly in studio art courses. There are, at least, a couple of reasons for this. The following are some examples and do not paint a complete picture of every situation. (NW) Students who are interested in enrolling in an entry level section of a studio art course may find that entry level section full. As a last resort, they enroll in that section’s associated advanced level offering (section). This can have the net effect of keeping students of advanced talent out of advanced level sections because the advanced level sections are full with students who do not meet advanced level requirements. This also creates confusion in the first week of the semester where instructors must identify if all students are placed properly within all sections. We must have best communication possible with counselors to minimize this occurrence. AcademicProgramReview_revisedMarch2010 Page 39 of 102 DISCIPLINE: ARTS Most second level ARTS courses have prerequisites. This mirrors the prerequisite policies of other 2-year and 4-year colleges. However, HCC counselors frequently allow students to sign up for courses when they do not have the prerequisite. Southwest (SW) requires departmental permission from the Assistant Chair for enrollment in all second level courses except Design II. The lack of prerequisite enforcement allows unprepared students to register for inappropriate classes. Academic counselors may not be fully aware of the requirements of studio art courses. There is a misunderstanding among counselors and students as to the role that talent/skill and execution plays in assessing student performance. Some students believe they are enrolling in just another art course that will not present any academic challenges. This can be a further problem in a course with increasing technical components. For instance, digital art courses require students to be significantly computer literate prior to enrollment in course. Digital art courses provide instruction in specific graphic software and most class time is necessary for this; there is little lecture class time left over to help students with learning the computer operation system, for example. To enroll in such a course without proper computer experience puts a student in a severely detrimental position. (SW) Southwest does not allow students to enroll in 2nd level courses without the pre-requisite. Our physical studio size limits additional bodies to be placed in a class. Generally, colleges do not allow students to enroll in 2 nd level courses without the pre-requisite. Physical studio size limits additional bodies to be placed in a class. 5. What barriers do students in the discipline experience in progressing to upper-level courses in the same discipline? a) at HCC Please read Item 4 above. Some students may have difficulty in enrolling in upper-level studio courses because of their more limited enrollment cap and because available seats may be filled by students who do not have the proper advanced skill set (prerequisites). It takes the first week of classes for an instructor to identify if someone does not have the prerequisite for the course. When the student is removed, there is not enough time for someone to enroll into that new empty seat. And, there is no way to advertise that a seat has become open. Students can only add during the first week of school. (NW) (SW) More a problem of the instructor preparing a separate syllabus for the 2 nd level student. b) at transfer institutions We have limited offerings in Level 2 studio courses. (SE) Southeast has not had much experience with this in studio classes. We learned from our first SLO that a small percent of our students were enrolling in HCC ARTS 1301Art Appreciation that might not get transfer credit. 6. Based on the above information, what is your analysis of this three-year course success rate trend? For studio courses, there is no identifiable trend for three-year course success rates. For lecture courses, the only identifiable trend is that summer students typically perform better than fall and spring students. Success rates (based upon grades) are acceptable for all courses. AcademicProgramReview_revisedMarch2010 Page 40 of 102 DISCIPLINE: ARTS Recommendations: List any recommendations for improvements. It would probably be useful for the Discipline group at each college to speak with the counselors about the policies. SW did this a few years ago and it was successful for quite a while. It is, however, a problem once again especially since there are new counselors. Faculty strengthening relationship/communication with academic counselors. However, in light of changing nature of academic counseling, it is difficult to predict future effectiveness of academic counseling at this time? II.4 MEASURE: STUDENT PREPARATION AND PROGRESS II.4a STANDARD: Basic skills programs in reading, writing and math are present. A system to monitor their effectiveness is in place and used to improve the program. (Perkins) 1. What levels of reading, writing and math skills are necessary for students to succeed in the program? College level reading and writing are required for students to succeed in ARTS lecture courses ARTS 1301, 1303, 1304 which represent Art Appreciation, Art History I and Art History II respectively. These art survey courses have a 2000 word writing requirement and students, typically, must demonstrate comprehension of and ability to analyze the Formal Elements and Principles of Design to artistic composition. In Art History courses, students must analyze artworks within broader and deeper analysis of their cultural and historical contexts. Discipline follows the System requirements and reading/writing assessments for students to qualify for these courses. 2. How does the discipline assess reading, writing and math skills as appropriate for the discipline courses? By individual faculty assessment. There is currently no rubric to assess these skills. 3. How are students advised and placed in courses within the discipline? Most second level ARTS courses have prerequisites. This mirrors the prerequisite policies of other 2-year and 4-year colleges. However, HCC counselors frequently allow students to sign up for courses when they do not have the prerequisite. Colleges try to prevent this. SW requires departmental permission from the Assistant Chair for enrollment in all second level courses except Design II. Art faculty hold advising hours in the two weeks prior to the first day of classes, each semester. Select faculty also ‘sit-in’ during open registration sessions with academic and financial aid counselors and administration to help advise and enroll students. Full-time faculty members and assistant chairs maintain an ‘open-door’ policy for advising and mentoring. (SW) At Southwest College, a Fine Arts advising manual has been distributed to the counseling department but has not been updated or revised in the past three years. AcademicProgramReview_revisedMarch2010 Page 41 of 102 DISCIPLINE: ARTS 4. Complete the table below with the list of discipline courses and the reading, writing and math placement levels pre-requisites or co-requisites. Course List ARTS 1301 ARTS 1303 ARTS 1304 ARTS 1311 ARTS 1312 ARTS 1316 ARTS 1317 ARTS 2316 ARTS 2317 ARTS 2323 ARTS 2324 ARTS 2326 ARTS 2327 ARTS 2333 ARTS 2334 ARTS 2336 ARTS 2337 ARTS 2341 ARTS 2342 ARTS 2346 ARTS 2347 ARTS 2348 ARTS 2349 ARTS 2356 ARTS 2366 ARTS 2367 5. Reading Level Writing Level Math Level College Level or GUST 0342 College Level College Level None None None None None None None None None None None None None None None None None None None None None None None College Level or ENGL 0310 or 0349 College Level College Level None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None None What instructional methods are used to enhance student success within the discipline? X Freshmen Success Course Computer Lab Support SW: for some digital art students. Instructor for mid-day Digital Art at Stafford and evening Digital Art at Alief comes in one hour early for supervised open lab twice a week. Some students take advantage of it The West Loop Digital Communication open labs are available to all SWC students registered in classes that use Digital Art software. SWC Art Department doesn’t have the funding to run an open lab with current aides. NW: for some digital art students. NW Art Department doesn’t have the funding to run an open lab with current aides. In previous years we had student lab aides. But, the room used for Digital Arts courses does not belong to ARTS; it is assigned to Work Force. Digital Arts shares the room with Accounting, Computer technology classes, and Landscape Architecture. Thus, students do not have access to lab outside normal class hours. NW needs its own dedicated Digital Arts lab to serve it students properly and add sections. AcademicProgramReview_revisedMarch2010 Page 42 of 102 DISCIPLINE: ARTS X Tutoring (SW) Ask Online has Art Specific tutors. Students are encouraged to use it. Some instructors give extra credit to students who provide backup for AskOnline use. (SE) Online tutoring information is a part of all DE course orientations. Students are encouraged to use the Writing Center; some instructors offer extra credit for visiting the center. X Learning Communities Faculty/Upper Classman Mentoring Supplemental Instruction (SW) Several Southwest instructors provide information and links on Learning Web or personal websites to provide how-to instructions or to explore pertinent sites. (NW) Some NW instructors provide information and links on Learning Web or personal websites to provide how-to instructions or to explore pertinent sites. X Library Instruction (NW) Some lecture faculty schedule a library orientation as part of their calendar to familiarize students with art resources. (SW) Most lecture faculty schedule a library or ERC orientation as part of their calendar to familiarize students with art sources. (SE) Some faculty include library orientation, or library class visits, as part of their courses. DE courses include a link to online library resources. X Other: Fine Arts clubs, HCC student art galleries and local exhibition opportunities. Student success is fostered through fine arts clubs, which provide a sense of civic awareness and community within the department. The most effective source for student activities, outreach and cooperative experience is thorough the student art galleries. The student art galleries at each college comprise an irreplaceable component for the art program. They are a crucial link between the college and the surrounding neighborhoods, as well as the City of Houston. They help connect students to community. The galleries serve as an educational experience for art students in studio skills. Thus, the art galleries are an instructional tool. A new exhibition space at 3100 Main has recently helped promote minority student achievement at HCC with the help of the Minority Male Initiative at HCC. (SE) The HCC employee directing the 3100 Main Gallery was hired at SE in the fall, 2010. She works very closely with the President of SE College in administration of events in the Learning Hub. (SW) Southwest plans to open an exhibit space in C233 at the West Loop Campus in summer, 2011. A request by the SW Public Relations person and the SW president for artwork to display has been made. Plans are not yet set. ARTS continues to bring in workshops and speakers, with a focus on careers in the arts and learning specific techniques. GCIC (Gulf Coast Intercollegiate Consortium) is just one organization that financially sponsors such events. (CEN) We utilize visual tools during our lectures via Power Point. We have Artist guest lectures and we also utilize the HCC Learning Web. Instructors also perform demonstrations and hands on exercises and projects. Our instructors go on field trips to the museums and galleries close to our campus. Workshops are also a part of our program. Our campus also takes part in The GCIC Art Slam every year. (SE) Challenge Based Learning was practiced in one Art Appreciation class, spring 2011. CBL encourages the use of collaborative 21 st skills and uses web 2.0 applications and group collaboration. A government, art, and process technology professor from Northwest, Northeast, and Southeast College, explored “Fiscal Responsibility and Finding Ways to Save”. The Art Disciplines’ SLO’s were the basis for the students creating their own guided questions, guided activities, and final video project. The semester produced a wiki website for reflections called “Feeling Broke” and a student produced video: AcademicProgramReview_revisedMarch2010 Page 43 of 102 DISCIPLINE: ARTS http://cbl.apple.com/solution/view/40 and http://feeling-broke.wikispaces.com/ (SE) Eleven candidates were interviewed and one selected for an Artist in Residence program initiated spring 2011, at SE College. The artist worked spring and summer session. His presence has introduced students, faculty, and staff to new ideas and approaches to indoor exhibition spaces. He teaches one class. (SE) Southeast has a Mobile Art Initiative. Its goal is to move art out into campus life, on a platform, on an imprompto stage, in the hall, to students, staff, and faculty where they are. We are working with PR to create a webpresence to highlight our Artist in Residence program and the Mobile Art Initiative. If the two programs build community interest, together they might generate interest and outside funding opportunities that support them. Recommendations: List any recommendations for improvements. It is not really possible, in the climate of cost cutting and without budget support to keep the galleries open to host outside exhibits unless we require outside groups to pay a fee and pay for their own insurance. The recent attempt to get faculty to exhibit without insurance coverage and to donate a fee from sales of their work shows a lack of professional respect for faculty. Charging already underpaid adjunct faculty greatly disrespects them. Create an outside “Artists’ Board” to help shape new directions for the Art Galleries. Ask local artists in each community to serve on it for decided term length. Reward them, show appreciation, encourage their interaction with the administration. Work outside of the galleries and cut gallery expenses, insurance. Think more along the lines of public art projects for a while. Request non-traditional exhibition spaces in the colleges, ones that don’t require continued maintenance, lighting, or strict open hours. Devise class projects that are inclusive of other disciplines. Build support for the arts via these other disciplines. Bring one of the HCC grant writers to our Discipline’s fall agenda meeting to discuss possibilities for collaboration. AcademicProgramReview_revisedMarch2010 Page 44 of 102 PROGRAM: ARTS III. CRITICAL SUCCESS INDICATOR: CURRICULUM AND INSTRUCTION III.1 MEASURE: CURRICULUM (DISCIPLINE COMMITTEE) III.1a STANDARD: The institution places primary responsibility for the content, quality and effectiveness of the curriculum with its faculty. (SACS 3.4.10) Engage faculty to create unique and innovative curricula that prepare students to think, learn, and act globally. (HCC Strategic Plan) Program conducts a curriculum review process that includes business/industry participation every 4 years. 1. Describe the process used to develop and review curriculum and course content. Role of faculty? Role of Discipline Committee? Faculty members are responsible for review and development. Faculty members can inform the Discipline Committee, at any time, of needs to develop and review curriculum via email and the Discipline responds inkind. Discipline meetings are used to address such issues, but correspondence during the semester supports these endeavors. Moreover, development and review of curriculum are re-examined during preparation of Program Review and Progress Reports. Finally, the Discipline routinely has considered textbook adoptions about every three years. These adoptions are made with consideration for Art curriculum and content. The Arts Discipline Committee continues to refer to and adhere to TASA standards (Texas Association of School of Arts) 2. Is information from outside sources used, such as comparison of syllabi from transfer institutions? X Yes, please explain: Discipline keeps apprised of developments at transfer institutions, for example the University of Houston, Rice University and St. Thomas University. Curriculum and course content developments at transfer institutions are important tools in considering our own development in these areas. For example, the area of Digital Arts is rapidly changing, and will continue to, and its development also affects Fine Art Photography courses. No, please explain: 3. How do you ensure that the course content of each required discipline-specific course is up-to-date and appropriate for the level and goals of the course? This information is now contained within Curricunet syllabi at www.curricunet.com/hccs, or they should. Curricunet was supposed to go on-line for the general public by Spring 2011. This information was entered by Discipline Chair and he was able to download it without logging in. However, some faculty have reported that they were not able to download syllabi from Curricunet. The content and operation of this on-line site should improve with time. SLO assessments will be a new, additional tool to help ensure course content. Three assessments are conducted, the first two do not have rubrics because they were objective assessments, students either knew the answer or not, or participated in student art exhibitions or they did not. The results of third assessment conducted this spring 2011 are forthcoming at a later time. Curriculum is also imparted to new faculty by sharing several examples of past syllabi, including exams and studio projects. Specific ARTS curriculum requirements are often left to a full-time faculty member of the ARTS faculty to pass on to adjuncts and to FT faculty teaching new courses. This one-on-one orientation can be quite extensive, including campus tours, studio policies, health and safety requirements, materials selection, open lab hours, clean up policies, etc. Additional procedures followed at colleges to ensure curriculum adherence include: CENTRAL: mentoring by other faculty NE: introduction to technology and the CIC at NE NW: informal student feedback, as well as SEOI forms. SE: Faculty who teach a distance education class (1301, 1303, or 1304) team teach their sections in Blackboard Vista with June Woest for at least one semester to learn the master class. SW: We have tried to link exhibits, artist talks, and hands-on professional workshops with the curriculum with mixed success. Some teachers require their students to attend some event. Teachers were asked to require one event from the list we provided. AcademicProgramReview_revisedJuly2010 Page 45 of 102 Page 45 of 102 PROGRAM: ARTS Because of the above, ARTS makes a great effort to be very clear on expectations regarding curriculum. The Department Chair or assigned Full-Time faculty member distributes curriculum guidelines, calendars, or appropriate links. That individual collects the syllabi or reviews Learning Web documents to confirm that Guideline Requirements have been met. The responsibility for monitoring adherence to curriculum guidelines varies from college to college. At Central and NW, the assigned full-time faculty member has the responsibility. At SE and NE, it’s the Chair. At SW, it’s the Associate Chair and the Full-Time faculty member assigned the former Assistant Chair tasks. 4. Does the Discipline Committee identify the minimum skills/knowledge necessary for each course in the discipline? X Yes No, please explain: 5. Explain how evaluation of student achievement of discipline SLOs is monitored for consistency across multiple campuses and colleges. Assessment reports for SLOs are a relatively new experience for many people. The process could get better with repeated implementation. Currently, results are shared at the Discipline Meeting that immediately follows the semester SLO was assessed. The first two SLOs assessed did not have a subjective component. In Assessment/Observation A (see section I.1a, No.6 above) students either knew correct analytical answer or they did not. In Assessment/Observation B (see section I.1a, No. 6), students either participated in student art exhibitions or they did not. These performances do not involve subjective analysis. Assessment/Observation ‘C’ from spring 2011 will be reported on at a later time. We note, some faculty feel that one or more of the assessments are inadequate. In particular, faculty feel that the assessment conducted for spring 2011 was inadequate and hurriedly introduced at the end of the spring 2011 semester. In late March/early April, the ARTS Discipline Chair was influenced to believe that PLSOs were to be conducted every semester. But, the Discipline Chair does not remember hearing that previously. A subsequent email inquiry sent to Director for Learning Initiatives from the ARTS Discipline Chair was met with a short reply that suggested a new PSLO needed to be assessed in spring 2011. In personal conversations the ARTS DC had with other faculty, some faculty believed that a PSLO must be assessed every year, some said they had not heard of it. The incoming Faculty Senate President had not heard of it. This episode, at least, reveals that not all faculty system-wide are comfortable with the PSLO assessment process. In the end, it may be the ambitious fault of the Discipline Chair to introduce the Spring 2011 assessment tool so late in the semester. He believed that some new development had occurred or he had not been correctly notified of PSLO requirements previously, and he was just trying to help. The ARTS Discipline Chair has been confused by or found errors, more than once, in information received from the system. His inexperience has worked against him in some matters. The execution of Spring 2011 PSLO assessment will certainly be discussed during Fall 2011 Discipline Meeting. 6. How often are Catalog descriptions of courses in the discipline reviewed for currency? X Once a year Never, please explain: Other, please explain: as needed. The most recent changes seem to have not made it to the catalog. AcademicProgramReview_revisedJuly2010 Page 46 of 102 Page 46 of 102 PROGRAM: ARTS 7. Is the curriculum designed to consider the institutions to which students in the discipline transfer? X Yes No, please explain: 8. Have articulation agreements for upper division study been developed? X Yes, please provide location where they are maintained and published: There are no articulation agreements specific to ARTS. No, please explain: 9. Have Fields of Study/Associate degree program been developed for your discipline? X Yes. There is a Category in the Degree Plan in the Catalog that outlines “Emphasis” in Art. No, please explain: 10. Are students who complete courses in nontraditional formats required to acquire comparable levels of knowledge and competencies as in traditional format courses? If yes, how is this monitored? X Yes In studio art, the potential student’s portfolio is reviewed to determine if it meets the standards for credit for 1st level classes and to get permission to enroll in 2 nd level classes. The Discipline voted that a percentage of the Art Appreciation course grade is determined by hands on activities. This is being done in the DE courses, and is monitored each semester by peer review at Southeast. No, please explain: 11. Is there an adequate process in place for review of instructional materials, including textbooks? X Yes No, please explain: 12. Explain the textbook selection criteria for the discipline? Textbooks are selected through a vigorous and thorough process by the Discipline Committee, which focuses on issues pertaining to readability, high academic standards and cultural sensitivity. Current text materials for lecture classes were specifically chosen to conform to curriculum guidelines, basic intellectual competencies, and cross-cultural requirements. Media (electronic images, etc…) that accompanies texts are concern of the discipline. Presentations by various publishers are made to the entire discipline regarding new texts prior to a decision being made for adoption. Textbook selection will also be based upon the thoroughness of material presented in textbooks, image quality, supplemental materials and how well it is written. 13. How and when does the discipline determine the need to change textbooks? Please refer to Question 12 response immediately above. The Arts Discipline Committee, generally, considers adoption of new textbooks (whether a new edition or completely different text) for 1303 & 1304 Art History and 1301 Art Appreciation every three years, when new editions of each are published. AcademicProgramReview_revisedJuly2010 Page 47 of 102 Page 47 of 102 PROGRAM: ARTS 14. List all current learning materials including textbooks utilized for this discipline. If differences between colleges indicate the college and the reason for the difference. All rows as needed. Course ARTS 1301 Instructional Materials, including Textbooks Sayre. A World of Art. Pearson Prentice Hall, 6th Ed. (required) Sayre / Writing about Art / Pearson Prentice Hall, 6th (optional) ARTS 1303 Stokstad. Art History, Vol.1. Pearson Prentice Hall, 4th Ed. (required) ARTS 1304 Stokstad. Art History, Vol.2. Pearson Prentice Hall, 4th Ed. (required) ARTS 1311 Ocvirk. Art Fundamentals Theory & Practice. McGraw Hill, 11th Ed. (opt.) ARTS 1312 Ocvirk. Art Fundamentals Theory & Practice. McGraw Hill, 11th Ed. (opt.) ARTS 1316 Edwards. The New Drawing on the Right Side of the Brain. 1999. (opt.) ARTS 1316 Goldstein. Art of Responsive Drawing. Pearson Prentice Hall, 6th (opt.) ARTS 1317 Edwards. The New Drawing on the Right Side of the Brain. 1999. (opt.) ARTS 1317 Goldstein. Art of Responsive Drawing. Pearson Prentice Hall, 6th (opt.) ARTS 2316 No textbook or learning materials required ARTS 2317 No textbook or learning materials required ARTS 2323 No textbook or learning materials required ARTS 2324 No textbook or learning materials required ARTS 2326 Zelanski. Shaping Space. Thomson. 3rd Ed. (optional) ARTS 2327 Zelanski. Shaping Space. Thomson. 3rd Ed. (optional) ARTS 2333 Saff. Printmaking History and Process. Thomson, 1st Ed. (optional) ARTS 2334 Saff. Printmaking History and Process. Thomson, 1st Ed. (optional) ARTS 2341 Tim McCreight. The Complete Metalsmith, Student Ed. Brynmorgen Press (required) ARTS 2341 Tim McCreight. Practical Casting. Brynmorgen Press (optional) ARTS 2342 Tim McCreight. The Complete Metalsmith, Student Ed. Brynmorgen Press (required) ARTS 2342 Tim McCreight. Practical Casting. Brynmorgen Press (optional) ARTS 2346 Speight, Toki. Hands in Clay. McGraw Hill, 5th Ed. (optional) ARTS 2346 Peterson. The Art and Craft of Clay. Pearson Prentice Hall, 4th Ed. (optional) ARTS 2347 Speight, Toki. Hands in Clay. McGraw Hill, 5th Ed. (optional) ARTS 2347 Peterson. The Art and Craft of Clay. Pearson Prentice Hall, 4th Ed. (optional) ARTS 2348 No textbook or learning materials required ARTS 2349 No textbook or learning materials required ARTS 2356 London, Stone. A Short Course in Photography. Pearson Prentice Hall, 7th Ed. (optional) ARTS 2357 Barrett. Criticizing Photographs. McGraw Hill. (optional) ARTS 2366 No textbook or learning materials required ARTS 2367 No textbook or learning materials required HCC Bookstore/B&N pricing. Cost (New) $148 32 149 149 107 107 18 103 18 103 135 135 149 149 16 17 16 17 86 29 86 29 59 49 15. Please indicate the number of years that have passed since the last time new textbooks were selected. 1 year X 2-4 years. Considered every three years for ARTS 1301, 1303, and 1304. Please read 13 and 14 above. 5 years or more New textbooks editions for ARTS 1303 & 1304, Art History 1 and 2, were adopted for spring 2011. New textbook edition for ARTS 1301 Art Appreciation was adopted for fall 2011. AcademicProgramReview_revisedJuly2010 Page 48 of 102 Page 48 of 102 PROGRAM: ARTS Recommendations: List any recommendations for improvements. Currently some professors have indicated an interest in Open Source textbooks and a couple said they would be doing some research. Developments are forthcoming. III.2 MEASURE: INSTRUCTION III.2a STANDARD: Students are provided written information about the goals and requirements of each course and the methods of evaluation to be employed. (100% adherence) 1. Are written course syllabi available for all students in all courses taught in your discipline? Provide copies of course syllabi as evidence or link to web location. X Yes. These are available at www.curricunet.com/hccs. Curricunet was first implemented system-wide in spring 2011. It is a work in progress at both the system level and individual discipline level. All ARTS course syllabi were posted to Curricunet for spring 2011. But, some faculty reported after conclusion of spring 2011 semester that they could not download anything from Curricunet. (SW) The following link takes the user to the Southwest Art Faculty page. Each faculty link takes the user to the artist’s website, if applicable. A link is also provided to each full and part time faculty members’ Learning Web Site. http://southwest.hccs.edu/portal/site/southwest/menuitem.a7f9c61dc77ec7ac17d37610c17401ca/?vgnextoid=9f1af678 7deac110VgnVCM100000054710acRCRD&vgnextchannel=79d0e82ca507b110VgnVCM2000001b4710acRCRD&vgn extfmt=default#Art%20Department%20Faculty Many instructors, system-wide, maintain a copy of their syllabi on their Learning Web page. No, please explain: 2. How regularly are these syllabi evaluated and updated on the discipline website? Every year. Starting in spring 2011, syllabi will be accessible on-line at www.curricunet.com/hccs and shall be evaluated by every discipline chair and/or faculty granted authorization access to them by the discipline chair. All faculty must provide an updated syllabus each year locally in their own department location. (SW) Southwest faculty are to provide an updated syllabus each semester. It is optional whether they provide project sheets or any other linked material. Recommendations: List any recommendations for improvements. Consistency from College to College would be great. Although everyone at Stafford has access to the Syllabus Templates with the SWC information @ (http://swc2.hccs.edu/finearts/FineArtsDepart/FineArtsSyllabi.html), the format bears little resemblance to what is on other College Art Department Websites. They even bear less resemblance to the Curricunet format SW has seen and been unable to find. This is very confusing to our Adjunct Faculty. Discipline Chair met December 2010 deadline for entering in syllabus information into Curricunet. DC was able to download syllabi through public access (without a password). DE was not notified that Curricunet Syllabi were not downloading for other faculty. And, yes, the syllabus format that Curricunet portal provides can look quite different than what the individual colleges provide. Curricunet is new; it is assumed it will get better with time. AcademicProgramReview_revisedJuly2010 Page 49 of 102 Page 49 of 102 PROGRAM: ARTS III.2b STANDARD: 1. Methods of instruction must be appropriate to the goals of each course and the capabilities of the students. Describe methods of instruction that are used in the discipline by the faculty. Lecture courses have the opportunity to be taught as Distance Ed, Hybrid, Web-enhanced, and Face-to-Face. This is the case for ARTS 1301 Art Appreciation. Studio courese are taught face-to-face. Should another category be added above”Mobile Enhanced”? It appears some courses use iPad or iTouch. 2. Are instructional methodologies appropriate for course content? X 3. Yes No, please explain: Do instructional methodologies use available technology? X Yes, please explain: All art classrooms, lecture and studio, are being outfitted with computer lecterns. The completion of this installation varies from campus to campus. Over the past few years, instructors have been converting to projection of electronic images. Textbook publishers now provide electronic files for images in their textbooks, and are also supplying Power Point presentation files for these images. Distance Education, Hybrid and Webenhanced methods use internet. No, please explain: 4. Indicate recently implemented innovations in instructional methodology or use of technology in your department: Course (Central) Innovation Date ARTS 2323/2324 ARTS 2333/2334 ARTS 1301 Distance Educ. ARTS 2346/2347 ARTS 2348/2349 ARTS 2348/2349 iPad iPad Offering Distance Educ. Section of ARTS 1301 Silkscreen Animation Robotics and electronics Spring 2011 Spring 2011 Spring 2011 Spring 2011 Fall 2010-Sp2011 Spring 2011 Pinemont Room 165 now has teaching station with a computer lecturn and projector Fall 2010 (NE) ARTS 1301 & 1303 (NW) None since last 2008 program review. (SE) ARTS 1304 ARTS 1303 ARTS 1301, 1303, 1304 ARTS 1301 Ipod touch First hybrid section at SE WebCt to Blackboard Hybrid Fall 2009 Fall 2010 Fall 2008 Fall 2008 (SW) ARTS 2348/2349 ARTS 2333/2334 Wacom drawing tablets at Stafford & Alief campuses Exposure box technology for non-toxic printing Spring 2011 Spring 2011 System-wide, ART instructors are making the conversion from analog images to digital images. This conversion is aided by textbook publishers furnishing electronic images for images in their textbooks and on-line access to textbook materials. AcademicProgramReview_revisedJuly2010 Page 50 of 102 Page 50 of 102 PROGRAM: ARTS At SW, it is always a challenge to use technology innovations when some of our facilities are in flux because of reconstruction about to happen at the Stafford location. Some faculty are striving for more student learning centered changes in specific projects, but it is not being done department-wide or system-wide. 5. How does faculty in the discipline accommodate the different learning styles of students? (CEN) We utilize visual tools during our lectures via Power Point. We have artist guest lectures and we also utilize the learning web. Instructors also perform demonstrations and hands on exercises and projects. Our instructors go on field trips to the museums and galleries close to our campus. Workshops are also a part of our program. Our campus also takes part in The GCIC Art Slam every year. (NE) Art Appreciation ARTS 1301 classes require art projects and writing assignments. Teachers may emphasize the creative process with hands on experience or build vocabulary skills through open-book quizzes. Reading and writing still remain essential to academic success. When possible, art history teachers give demonstrations of ancient techniques. There are as many teaching methods as there are learning methods. (NW) Art lecture courses require writing assignments. Teachers may emphasize the creative process with quizzes, group projects and group presentations. Written assignments and projects ensure that students comprehend material rather than just studying to the level of scantron tests. Teachers often require students to visit local art galleries and museums. This gives student first hand exposure to major works of art in the field of study and the local art community. In ART 1301 Art Appreciation, there is a required artistic creative component. This involves the student in the process of making art and applying course content first-hand. (SE) The visual arts are an expression of kinesthetic, visual, auditory, collaborative, and discovery learning. (SW) It is more an individual instructor initiative than a discipline initiative. Recommendations: List any recommendations for improvements. In a perfect world, instructors who teach a specific area within art would get together and develop a rubric for assessing studio projects (All Design I, all Design II, etc.) Should we develop a rubric format for each course we offer that would work to evaluate all studio projects? It is something that could then be given to faculty along with the SLO information. In yet another perfect world, we would determine which PSLO should be done each semester and have the rubric for that predetermined. Faculty feel our assessment tools to evaluate the previous PSLOs were not successful, some were more confused after reading them. There is confusion about what a rubric is. PSLO fall 2010 and spring 2011 do not have rubrics; they were not subjective assignments. Finally, standardized rubrics we can all agree on would be very difficult, and not necessary for assessment of our PSLO’s. Please remember that we only assess the PSLO’s, not the SLO’s or the course objectives, and PSLO 3 and 5 are the only ones to which a rubric could apply. We could use a rubric when we cross that bridge for an assessment once every four years. AcademicProgramReview_revisedJuly2010 Page 51 of 102 Page 51 of 102 PROGRAM: ARTS III.2d STANDARD: 1. The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. (SACS 3.4.6) Indicate and describe program offerings of the discipline through nontraditional formats. Nontraditional Format X Weekend College X X Flex Entry Dual Credit X Second Start X Mini Term X Independent Study Distance Education X Computer-Aided Instruction X Hybrid X Web-Enhanced X X Learning Communities Project-Based Assignments Description Of Offerings (NE) Art History 1 is taught on Saturdays at the Codwell Campus. Sculpture 1 is taught on Saturday at Northforest. (SE) ARTS 1301 - Saturdays (SW) While not officially designated as part of a Weekend College, SWC offers 2 Hybrid courses on Friday evening, 2 Hybrids on Sunday, 2 RT lecture courses on Friday/Saturday, and studio class on Saturdays. (SW) SWC Art does not offer Flex Entry. (CEN) ARTS 1311/12 Foundation Design I & II (NE) ARTS 1311, 1312 and 1316 are taught to Early College students. These classes always have full enrollments. (NW) ARTS 1301 (SE) ARTS 1301 – East Early (SW) 3 sections of 2D Design, 3 Sections of 3D Design between Challenge Early College High School and Alief Early College High School. (CEN) Many different Studio and Art Appreciations and Art History Courses offered (SE) ARTS 1301 and 1304 (SWC) Art App/Art History I or II-at Stafford, Alief, and West Loop (CEN) Art Appreciation and Art History I & II (NE) ARTS 1301 taught during the mini-term. (NW) Art Appreciation and Art History I (SW) One sections at West Loop for Winter Mini-Term (CEN) Art Appreciation (SE) ARTS 1301, 1303, 1304 (CEN) Art Appreciation, Art History, Digital Art, Printmaking and other studio courses where instructors use Power Point (NE) ARTS 2348 (Digital Art) is taught entirely on computer. The class also has a Blackboard website. (NW) Art Appreciation, Art History, Digital Art, Printmaking and other studio courses where instructors use Power Point (SE)ARTS 1301, 1303, 1304, Digital Art (CEN) ARTS 1301 Art Appreciation (NE) Art Appreciation (1301) and Art History (1303) are taught as Hybrid classes at Northline. This will expand in the summer and fall. (SE) Arts 1301 and 1303 (SW) 4 Hybrid sections taught at West Loop (CEN) Several instructors use the Learning Web as a teaching tool as well as create their own blogs specific to the class. (SE) ARTS 1303 and 1304 (SW) 4 (3 lecture/1 studio) Currently taught by Steven Potter (SE) With Apple Inc., Spring 2011 (CEN) All studio courses and many lecture courses (NE) Studio courses (ARTS 1311, 1312, 1316, 1317, 2316, 2317, and 2348/2349) are all project based. These include 2D and 3D design, drawing, painting and sculpture. The types of assignments are too numerous to elaborate upon in this space (SE) Mac AcademicProgramReview_revisedJuly2010 Page 52 of 102 Page 52 of 102 PROGRAM: ARTS (SE) Challenge Based Learning With Apple Inc., Spring 2011 (NW) All studio courses and many lecture courses. X X 2. Bridge Courses Ready When You Are Format (8 wks) Supplemental Instruction Others, please explain: (NE) An 8- week ARTS 1301 class will be offered in the fall. Field trips and assigned student visits to galleries/museums What master courses has the discipline developed to date? If none, what is being done by the discipline to develop master and/or hybrid courses? (NE) The assistant chair is converting his Blackboard classes to Eagle (Moodle) over the summer so that art history students may do more work outside of the classroom. The same is true for his art appreciation class. (NW) None. (SE) Shared materials, course objectives, and peer review are part of DE course development for 1301, 1303, and 1304. SE currently offers hybrid 1301 and 1303 and will be offering their first section of hybrid 1304 in fall 2011. (SW) One Master Art History being used for DE has been developed. Two SW adjuncts have been certified and teach Hybrid Art Appreciation or Art History. 3. How does the discipline participate in the College Honors Program? (CEN) Offers ARTS 1303 Art History I and ARTS 1304 Art History II (NE) and (NW) do not have an Honors Program. (SE) Distance Ed. ARTS 1303 and1304 have a special assignment for honors program students. (SW) Art Department occasionally provides texts upon request by Honors Program. Honors students may develop a contract with a specific instructor and we have provided Honors requirements in the Standard Syllabus. 4. Explain how the discipline evaluates the various teaching formats listed above to ensure quality instruction regardless of the teaching format? (CEN) Central’s Division Chair performs our PEPs with us and all adjunct faculty have evaluations. (NE) The assistant chair has hired professors who have great credentials and a willingness to teach. Adjuncts who were not doing an adequate job have been released. Also, adjuncts who were not qualified for the classes they were teaching have been reassigned or not re-hired (NW) Fine Arts Department Chair performs our PEPs and all adjunct faculty have evaluations. (SE) A full-time faculty member does an in-class evaluation of adjuncts in on-campus courses. Faculty teaching various formats in DE have semesterly peer review and updates of materials and course structure. 5. Does the discipline maintain a curriculum guide? X Yes, indicate where it is maintained: It is contained within this program review. (NE) The Assistant Chair’s cubicle. (SW) At SWC web pages, all Guidelines are shown there with appropriate SWC info http://swc2.hccs.edu/finearts/FineArtsDepart/FineArtsSyllabi.html No, please explain: Recommendations: List any recommendations for improvements. Strengthening communication among discipline members across the system. AcademicProgramReview_revisedJuly2010 Page 53 of 102 Page 53 of 102 PROGRAM: ARTS Less frequent book adoptions and learning web overhauls would enable faculty to teach, assess, meet more student needs and comply with district deadlines more effectively. Simplified paperwork and administrative assignments would give us more time to meet our students’ needs. III.2e STANDARD: Each college will develop a relationship with each high school and middle school in its service region. 1. Which of the following external relationships are in place for courses in the discipline? X Concurrent enrollment (dual credit) ARTS 1301, 1303 and 1304 offered as dual credit. X X X Tech Prep Service Learning (CEN) Career Days (CEN) Other, please describe: (CEN) Our students are involved in various internships at Art Organizations. 2. Are discipline faculty involved in Early College High School, community and public service activities? X 3. Yes No, please explain: What role does faculty in the discipline play in grants development? ??? (CEN) All Full-time faculty are require to identify one grant opportunity to an arts organization as one of our PEP goals. (NE) and (NW) have applied for and received HCC CAB funds, but not applied for grants. Recommendations: List any recommendations for improvements. Less frequent book adoptions and learning web overhauls would enable faculty to teach, assess, meet more student needs and comply with district deadlines more effectively. Simplified paperwork and administrative assignments would give us more time to meet our students’ needs. ITICAL SUCCESS INDICATOR: FACULTY DEVELOPMENT IV.1 MEASURE: ADEQUATE AND COMPETENT FACULTY IV.1a STANDARD: The number of full-time faculty is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (SACS 2.8 & CB IIB.C) 50% of all program sections are taught by full-time faculty. 1. Based on the information provided for the past three years, is the number of full-time faculty teaching in your discipline adequate to provide effective teaching-related activities? AcademicProgramReview_revisedJuly2010 Page 54 of 102 Page 54 of 102 PROGRAM: ARTS X Yes (Northeast feels it is adequate for their campus.) No, please explain: The HCC system may designate it is adequate, but according to SACS 50% goal listed above and what ARTS faculty see as our needs, it is not. The year in which this Program Review is being compiled (2010-11 academic year), HCC Central hired one new full-time faculty member starting in fall 2010. Among other courses, this new full-time instructor was hire to teach ARTS 2341/2342 Metal Working/Jewelry Making I and II. Also, in the 2010-11 academic year, HCC Southwest hired one new full-time faculty member starting in fall 2010. Among other courses, this new full-time instructor was hired to teach ARTS 2346/2347 Ceramics I and II. The above two hires will improve the full-time:part-time faculty ratio at their respective colleges. Previously, Central and Southwest had the two lowest full-time:part-time faculty ratios of all HCC Colleges offering ARTS courses. This Program Review does not include data for the 2010-11 Academic year. But, looking at the data for the past three years, HCC Southeast is the only college that has greater than 50% of its sections taught by full-time faculty. Thus, most colleges do not meet the goal (SACS 2.8 & CB IIB.C) of having greater than 50% of all program sections taught by full-time faculty. Thus, there is need for more full-time faculty to be hired within the ARTS discipline, throughout the system, at least according to SACS goals. Program Sections Taught by Full-time vs. Part-time Faculty at Each College (SEE RESOURCE NOTEBOOK) (DATA TABLES BEGIN ON NEXT PAGE) AcademicProgramReview_revisedJuly2010 Page 55 of 102 Page 55 of 102 PROGRAM: ARTS Program Sections Taught by Full-time vs. Part-time Faculty at Central Term Total Sections FT Instructor Sum 10 Percentage 13 sect. 100% 15% 85% Spring 10 84 sect. 20 sect. 64 sect. 100% 24% 76% Percentage 2 sect. PT/UK Instructor 74 sect. 23 sect. 51 sect. 100% 31% 69% Summer 09 15 sect. 1 sect. 14 sect. Percentage 100% 7% 93% 77 sect. 24 sect. 53 sect. Spring 09 Percentage Fall 08 Percentage Sum 08 Percentage Spring 08 Percentage Fall 07 Percentage FT:PT Notes: 11 sect. Percentage Fall 2009 Percentage 100% 31% 69% 69 sect. 21 sect. 48 sect. 100% 30% 70% 10 sect. 2 sect. 8 sect. 100% 20% 80% 70 sect. 21 sect. 49 sect. 100% 30% 70% 66 sect. 19 sect. 47 sect. 100% 29% 71% 3-Year Average (%) 15:85√ 24:73√ 31:69√ 7:93√ 31:69√ 30:68√ 20:80√ 30:70√ FT = Classes taught by instructors with active full-time teaching assignments in HR PT = Classes taught by instructors with active part-time teaching assignments in HR Source: OIR Program Review Data Binder 29:71√ 24:76√ Program Sections Taught by Full-time vs. Part-time Faculty at Coleman Term Total Sections FT Instructor PT/UK Instructor Percentage FT:PT Notes: Sum 10 Percentage n/a n/a n/a n/a Spring 10 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Percentage Fall 2009 Percentage Summer 09 Percentage Spring 09 Percentage Fall 08 Percentage Sum 08 Percentage Spring 08 Percentage Fall 07 Coleman does not offer Academic ARTS courses. Source: OIR Program Review Data Binder Percentage 3-Year AcademicProgramReview_revisedJuly2010 Page 56 of 102 Page 56 of 102 PROGRAM: ARTS Average (%) Program Sections Taught by Full-time vs. Part-time Faculty at Northeast Term Total Sections FT Instructor PT/UK Instructor Sum 10 Percentage 3 sect. 2 sect. 100% 67% 33% Spring 10 24 sect. 9 sect. 15 sect. 100% 37.5% 62.5% 9 sect. 14 sect. Percentage 100% 39% 61% Summer 09 6 sect. 3 sect. 3 sect. Percentage 100% 50% 50% 19 sect. 9 sect. 10 sect. 100% 47% 53% 18 sect. 10 sect. 8 sect. 100% 56% 44% 6 sect. 1 sect. 5 sect. 100% 17% 83% 13 sect. 6 sect. 7 sect. 100% 46% 54% 16 sect. 7 sect. 9 sect. 100% 44% 56% Fall 2009 Spring 09 Percentage Fall 08 Percentage Sum 08 Percentage Spring 08 Percentage Fall 07 Percentage FT:PT Notes: 1 sect. 23 sect. Percentage Percentage 3-Year Average (%) 67:33√ 38:62√ 31:69√ 50:50√ 47:53√ 56:44√ FT = Classes taught by instru ctors with active full-time teaching assignments in HR PT = Classes taught by instructors with 17:83√ active part-time teaching assignments in HR 46:54√ Source: OIR Program Review Data Binder 44:56√ 44:56√ Program Sections Taught by Full-time vs. Part-time Faculty at Northwest Term Total Sections FT Instructor PT/UK Instructor Sum 10 Percentage 11 sect. 4 sect. 7 sect. 100% 36% 64% Spring 10 37 sect. 15 sect. 22 sect. 100% 41% 59% 36 sect. 14 sect. 22 sect. Percentage Fall 2009 Percentage 100% 39% 61% Summer 09 10 sect. 5 sect. 5 sect. Percentage 100% 50% 50% 36 sect. 15 sect. 21 sect. 100% 42% 58% 37 sect. 15 sect. 22 sect. 100% 41% 59% 9 sect. 4 sect. 5 sect. 100% 44% 56% 36 sect. 13 sect. 23 sect. 100% 36% 64% 36 sect. 13 sect. 23 sect. 100% 36% 64% Spring 09 Percentage Fall 08 Percentage Sum 08 Percentage Spring 08 Percentage Fall 07 Percentage Percentage FT:PT Notes: 36:55√ 41:49√ 39:47√ 50:50√ 42:42√ 41:32√ FT = Classes taught by instructors with active full-time teaching assignments in HR PT = Classes taught by instructors with 44:56√ active part-time teaching assignments in HR 36:47√ Source: OIR Program Review Data Binder 36:47√ 3-Year AcademicProgramReview_revisedJuly2010 Page 57 of 102 Page 57 of 102 PROGRAM: ARTS Average (%) 41:47√ Program Sections Taught by Full-time vs. Part-time Faculty at Southeast Term Total Sections FT Instructor PT/UK Instructor Sum 10 Percentage 15 sect. 9 sect. 6 sect. 100% 60% 40% Spring 10 37 sect. 21 sect. 16 sect. 100% 57% 43% Percentage 33 sect. 20 sect. 13 sect. Percentage 100% 61% 39% Summer 09 14 sec. 8 sec. 6 sec. Percentage 100% 57% 43% 30 sect. 21 sect. 9 sect. 100% 70% 30% 28 sect. 22 sect. 6 sect. 100% 79% 21% 15 sect. 10 sect. 5 sect. 100% 67% 33% 25 sect. 11 sect. 14 sect. 100% 44% 56% 22 sect. 11 sect. 11 sect. 100% 50% 50% Fall 2009 Spring 09 Percentage Fall 08 Percentage Sum 08 Percentage Spring 08 Percentage Fall 07 Percentage 3-Year Average (%) Percentage FT:PT Notes: 60:40√ 57:43√ 61:39√ 57:43√ 70:30√ 79:21√ FT = Classes taught by instructors with active full-time teaching assignments in HR PT = Classes taught by instructors with 67:33√ active part-time teaching assignments in HR 44:56√ Source: OIR Program Review Data Binder 50:50√ 61:39√ Program Sections Taught by Full-time vs. Part-time Faculty at Southwest Term Total Sections FT Instructor Sum 10 Percentage 23 sect. 100% 22% 78% Spring 10 61 sect. 16 sect. 45 sect. 100% 26% 74% Percentage 5 sect. PT/UK Instructor 59 sect. 17 sect. 42 sect. 100% 29% 71% Summer 09 18 sect. 0 sect. 18 sect. Percentage 100% 0% 100% 56 sect. 17 sect. 39 sect. Spring 09 Percentage Fall 08 Percentage Sum 08 Percentage Spring 08 Percentage Fall 07 FT:PT Notes: 18 sect. Percentage Fall 2009 Percentage 100% 30% 70% 56 sect. 15 sect. 41 sect. 100% 27% 73% 20 sect. 1 sect. 19 sect. 100% 5% 95% 52 sect. 10 sect. 42 sect. 100% 19% 81% 49 sect. 7 sect. 42 sect. AcademicProgramReview_revisedJuly2010 Page 58 of 102 22:65√ 26:69√ 29:64√ 0:100√ 30:63√ 27:66√ FT = Classes taught by instructors with active full-time teaching assignments in HR 5:85√ PT = Classes taught by instructors with active part-time teaching assignments in HR Source: OIR Program Review Data Binder 19:75√ Page 58 of 102 PROGRAM: ARTS Percentage 100% 14% 3-Year Average (%) AcademicProgramReview_revisedJuly2010 Page 59 of 102 86% 14:82√ 19:74 Page 59 of 102 PROGRAM: ARTS 2. Does your discipline have at least one full-time faculty member who has a primary teaching assignment in the discipline? X 3. Is the discipline chair a faculty member in this discipline? X 4. Yes No, please explain: Yes No, please explain: What role does discipline faculty play in academic advisement? (NW) At Northwest College, art faculty hold advising hours in the two weeks prior to the first day of classes, each semester. Select faculty also ‘sit-in’ during open registration sessions with academic and financial aid counselors and administration to help advise and enroll students. Full-time faculty members and assistant chairs maintain an ‘open-door’ policy for advising and mentoring. (SE) Southeast is floating the idea, with some initial support, of counseling students in this way during the first week of enrollment: Faculty are available for a free discussion of their own career path and talk about what it takes to get and keep a job in today’s workplace. (SW) At Southwest,a Fine Arts advising manual has been distributed to the counseling department. The FT faculty assigned formerly assistant chair duties, advises students (and faculty) on a regular basis. She is the go to person in issues having to do with grade disputes, academic advisement, scheduling, enrollment approval, etc. Individual instructors, especially in the studios, are advising students almost daily. 5. How is faculty (both full time and part time) in your discipline made familiar with TSI, degree requirements, and core curriculum, etc., so that they can better advise students? Individuals within the discipline, because they have served as Discipline Chair or have sought out information themselves, are familiar with the material, but most are not. 6. How are faculty in the discipline involved with student organizations and extracurricular activities? At Northwest, faculty are involved with Pandoras Box Presentation and Speakers Series that is hosted at Katy Campus. Pandoras Box presents films on important national and international political, economic, social and cultural concerns. Faculty lead discussions on films and introduce guest speakers. Numerous distinquished national and international guest speakers have made presentations to the student body through Pandoras Box. Pandoras Box is not a student organization, but a faculty one with student helpers. At Southwest College, the Fine Arts Student Organization has been inactive for the past year and a half. 7. How is faculty (full-time and part-time) made familiar with compliance with ADA reasonable accommodation requests? At NW, Assistant Chair and other faculty mentor adjunct faculty about ADA requirements. An HCC required ADA Accommodations Statement is included in all course syllabi, at all colleges system-wide. At SW, all instructors are provided information at the beginning of semester adjunct faculty meeting. Recommendations: List any recommendations for improvements. AcademicProgramReview_revisedJuly2010 Page 60 of 102 Page 60 of 102 PROGRAM: ARTS IV.1b STANDARD: 1. The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. (SACS 3.7.1) 100% of the faculty will meet minimum SACS requirements and if appropriate, program specific accreditation requirements. Supply the information requested below for all full-time and part-time faculty teaching in the discipline in the current semester. *** All Course Numbers are ARTS unless specified otherwise. *** Status Hire Date Instructor Name FT/PT Highest Degree/ Certificate Other Qualifications/ Work Experience Courses Taught 08/15/2010 Corey Ackelmire FT M.F.A 4-yrs college-level art teaching experience 1301, 2341, 2342 08/15/2008 Bennie Flores Ansell FT M.F.A 5-yrs art teaching experience 1301, 2356, 2357, 2348, 2349 08/15/1988 Gladys Bel FT M.F.A 29-yrs college level teaching experience in arts 2346, 2347 08/15/2003 Scott Carothers FT M.F.A 16+ yrs college level art teaching experience 1301,1303,1304,1316, 1317,2323,2324,2326, 2327, 2348, 2349 08/15/1991 Michael Golden FT M.F.A 20+ yrs college level art teaching experience 1301,1311,1312,1316 1317, 2323,2324,2316 2317 08/15/1988 Perry House FT M.F.A 22+ yrs college level art teaching experience 1301,1316,1317,2316, 2317 08/13/1980 Sergius Kovalchuk FT M.F.A 30+ yrs college level art teaching experience 1303,1316,1317,2316 2317 01/15/2000 Bryan Bauhs FT M.F.A 16 yrs college level art teaching experience 1301, 1303, 2348 08/15/2005 Tina Kotrla FT M.F.A 6 yrs collage and 7 years of primary school teaching experience 1301,1311,1312,1316, 1317 08/15/2004 Michael Gonzales FT M.F.A 7 yrs HCC ARTS 1 yr-Teacher of Record, Univ. Arizona, Tuscon 1 yr-Teaching Assistant, Univ. Arizona, Tucson 8 yrs Civil Engineering 1301, 1303, 2348, 2349 08/15/2000 Stanley Kaminski FT M.F.A. 18 yrs college level art teaching experience 1301, 1304, 2333, 2334 08/15/1991 David Swaim FT M.F.A. 20+ yrs college level art teaching experience 1301,1303,1316,1317, 2316,2317 08/15/1992 Michael Cherry FT M.F.A 19 yrs college-level art teaching experience 1303,1316,1317,2366 2367 AcademicProgramReview_revisedJuly2010 Page 61 of 102 Page 61 of 102 PROGRAM: ARTS Status Hire Date 08/15/2008 8/15/1991 01/1991 FT/PT Highest Degree/ Certificate Lisa Wildermuth FT M.A. June Woest FT M.F.A. UH, B.S. FH KSU Maryellen (June) Hill FT M.F.A LSU, B.F.A. Temple U. Instructor Name Other Qualifications/ Work Experience 7 yrs college-level art teaching experience 3 years adjunct, Houston Baptist University 11 years adjunct in HCC system 3 yrs FT-HCCSW 14 years adjunct-HCC 3 years HS art 2 yrs. teaching assistant 08/2006 Jason Kishell FT M.F.A. – UC Boulder, B.F.A. – IUPUI Herron 2 yrs teaching assistant 1 year-YMCA 2 yrs.-Teen Council CoordCAMH 4 yrs-PT-Art-HCCS 1 yr-A-I-R-HCCC 3 yrs-Education/AIR Coord-HCCC Courses Taught 1301,1303, 1304 1301,1303,1304, 2323/2324, 2316/2317, 2346/2347, 2333/2334 1301, 1303, 1304, 1311/1312,1316/1317, 2316/2317,2323/2324, 2326/2327 1301 ,2326/2327, 2346/2347 1 yr-FT-HCCSW 09/1995 1985 08/1993 Cynthia M. MillisHorton FT M.L.A. University of St. Thomas, A.A.S. – HCCS, B.Music Educ. Yankton College, SD Patricia Porcynaluk, Assoc. Ch. of Fine Arts & Speech FT M.F.A. – RIT, B.F.A.-SUNY Buffalo Steven Potter FT M.F.A UH, B.F.A. UT Austin 8 yrs public school music/strings/orchestra 30 yrs jobbing musician 20 yrs private studio teaching 2 yrs-Box Office/PublicityHeinen Theatre 13 yrs adj music/art-HCC 15 years FT Art MUSI 1301, 1131 MUAP 1201 2 yrs-PT-HCC Central 2 yrs-PT-LL Instr.-Rice 25 yrs FT-HCCS 1301, 1303, 1304, 1311, 1316/1317, 2316/2317, 2323/2324, 2333/2334 3 yrs-Inlingua Lang. Sch 2 yrs-PT-ESL Inst.-HCCS 6 yrs ESL Prg.Coor-YMCA 1 yr PT Humanities-HCC 1 yr-ESL-UT-DT 12 yrs-PT-HCCS 3 yrs PT-Alvin College 3 yrs-PT-UH-Downtown 1301, 1303, 1304, 2316/2317, 2323/2324, 2356/2357 ARTS 1301, 1303, 1304, 1311, 1312, 1316, 1317, (2341, 2342), 2348, 2349 6 yrs-FT-HCCSW 08/26/2010 Robin Akkerman PT M.F.A. – LSU, B.F.A., UH A.A., HCC-SW AcademicProgramReview_revisedJuly2010 Page 62 of 102 2 semesters college-level teaching experience ART ARTS 1301, 1303 Page 62 of 102 PROGRAM: ARTS Status Hire Date 01/2008 Instructor Name Krysten Bailey FT/PT PT Highest Degree/ Certificate M.F.A. U.Conn., B.F.A.-UT Tyler Other Qualifications/ Work Experience 3 years-Alvin College 3 years-HCCSW Courses Taught (HCC) ARTS 1301, 1303, 1304 (Alvin) ARTS 1311, 1316/1317, 2333/2334 08/2008 Rebe’a Ballin PT M.F.A. B.F.A 08/2010 James Campbell PT MLA-UST, BA-Baylor 06/2009 Margarita Cole PT Ph.D.-UNAM, M.A./ Un.Iberoamerican a /B.A.Un.Iberoamerican a 08/2009 Martha Ferguson PT 08/2009 Michael Fry PT 1 yr-PT-Our Lady of the Lake Univ. Houston 3 yrs-PT-HCC 1 yr-PT UH 4 yrs-PT-Westwood College ARTS 1301,1303, 1316/1317 11 yrs-freelance photog. 3 yrs-PT-UST 2 yrs-PT-Lonestar College 1 yr PT-HCCSW ARTS 1301,1303,1304 3 yrs.-PT-Lonestar 2 yrs.-PT-HCCS 7 yrs-FTUn.Iberoamericana 3 yrs-PTUn.Iberoamericana 2 yrs-FT-U.Guanajuato 2 yrs-PTUn.Iberoamericana 1 yr-PT-Jr/Sr High, Mex.City ARTS 1301,1303,1304 M.F.A. B.F.A 12 yrs-Studio Artist 1 yr-PT-HCC 2 yrs-PT-Community Coordinator, Independence Heights Dev. Council, HOU 4 yrs-Family Edu. Specialist Migrant Educ. Even Start, Illinois Migrant Council Tech. Learning Center ½ yr-PT-John Logan College 1 yr-Americore Promise Fellow Grantee 1 yr-PT-Oregon College of Art & Craft 2 yrs-Teaching Assist, Miami University, Ohio ARTS 2341/2342 M.F.A. B.F.A 5 yrs-PT-Art Institute Houst. 6 yrs-PT-HCC 1 yr-PT-Lone Star KingWd. 1 yr-PT-St Phillips, SA, TX 1-yr-PT-SAC, SA, TX 2 yrs-PT-SW School of Art & Craft ARTS 1311, 2348/2349 AcademicProgramReview_revisedJuly2010 Page 63 of 102 Page 63 of 102 PROGRAM: ARTS Status Hire Date Instructor Name FT/PT Highest Degree/ Certificate Other Qualifications/ Work Experience Courses Taught 08/2010 Rhona Harrington PT M.F.A. B.F.A 4 yrs-PT-HCC/North Harris CC/Palm Beach Community Colleges/Armory Art School West Palm Beach ARTS 1312, 1301 08/2002 Carol Hebert PT M.F.A. B.F.A 9 yrs-PT-HCC 2 yrs-PT-Art Institute Houston ARTS 1301, 1303 1304, 1311 08/____ Jim N. Hill PT M.F.A. B.F.A 20-yrs-PT HCC 4-yrs-PT-ITT Technical Institute ARTS 1301, 1303 1304, 1311, 1312 01/2009 Mary Horst PT M.F.A. B.F.A PT-HCC PT-College of Mainland PT-Lone Star College ARTS 1301 08/2010 Sean Von Felden PT M.F.A. B.F.A 1 yr-PT-HCC 1 yr-PT-Westhill Institute, Mexico City, MX 2 yrs-PT-Avon Old Farms School ½ yr-PT-Tunxis Comm. Col. ½ yr-PT-Middlesex CC ARTS 2356/2357 01/2009 James McMahan PT M.F.A. B.F.A 2 yrs-PT-HCC 4 yrs-Fort Bend Baptiste Academy 1 yr-City of Austin Parks & Recreation TCTA program ARTS 1301, 2348/2349 08/2008 Christine Peet PT M.F.A. B.F.A 4 yrs-Program Director, City Artworks, Houston 4 yrs-PT-UH, Houston 1 yr-PT-Alvin College 1 yr-City Artworks Instructor 4 yrs-PT-Texas A&M Kingsville 1 yr-PT-UT Pan American 3 yrs-St Cyril & Methodius & St. Pious Elem. Schools ARTS 1301, 2348/2349, 2356/2357 08/2008 Rolando Reyna PT M.F.A. B.F.A 2 yrs-PT-Rice Univ. 2 yrs-PT-UH, Houston 4 yrs-PT-HCC 5 yrs-HCP instructor 5 yrs-PT-Lone Star College 1 yr-Assistant Manager, Ray Retouching Photo lab ARTS 1316/1317 01/2008 Melanie Sinclair PT M.F.A. B.F.A 4 yrs.-PT-Lonestar/HCC combined 1 yr-Teach. Assist. UNT, Denton 1 yr-Instructor El Paso Comm. College. ARTS 1301, 1303, 2311, 1316/1317, 2316/2317 AcademicProgramReview_revisedJuly2010 Page 64 of 102 Page 64 of 102 PROGRAM: ARTS Status Hire Date Instructor Name FT/PT Highest Degree/ Certificate Other Qualifications/ Work Experience Courses Taught 08/2010 Michael Kenneth Smith PT M.F.A. B.F.A 1 yrs-PT-HCC 2 yrs-PT-Washington Univ, St. Louis, MO 8 yrs-Professional Blacksmith/Metal Fabricator ARTS 1301, 1303 2316/2317, 2326/2327 08/2002 Walter Wagner PT M.F.A. B.F.A 9 yrs.-PT-HCC 7 yrs-PT-Lone Star ARTS 1301, 1303, 1304, 1316/1317, 2316/2317, 2333/2334 08/2008 Venessa Wind PT M.F.A. B.F.A 4 yrs-PT-HCC 1 yrs-PT-UH Downtown 1 yr-PT-Univ. Illinois Urbana/Champaign 1 yr-Research Assist, Louvre Museum, Paris 2 yrs-PT-Teaching Assist, Univ. Illinois Urbana/Champaign ARTS 1301, 1303, 1304 08/2008 Sharon Worley PT Ph.D. M.F.A. B.F.A 1 yrs-PT-Sam Houston St 4 yrs-PT-HCC 7 yrs-PT-San Jac CC 9 yrs-PT-UH Downtown 10 yrs-PT-Lone Star CC 6 yrs-PT-Univ. St. Thomas 2 yrs-PT-Lee College 1 yr-PT-Montserrat College of Art 2 yrs-Teaching Assist. Tufts Univ. ARTS 1301, 1303 1316, 1317 01/20/2010 Christopher Carver PT MFA 2 years at college level 1301, 1303 08/15/2002 Greg Donner PT MFA 9 years at college level 1301, 1311, 1312, 1316, 1317, 2316, 2317 08/20/2010 Geoff Hippenstiel PT MFA I year of college level 1301, 1303 08/15/1982 Donna Kleszcz PT MFA 29 years at college level 1301, 1303, 1304, 1311, 1316, 2316, 2317 01/07/2010 Nancy Stombaugh PT MFA 4 years at college level, 4 years of High School teaching, 1301, 1303 01/20/2011 Kristi Wilson PT MFA 1 year of college level 1303, 2341 08/20/2010 Lisa Wilson PT MFA 3 years of college level 1311 01/2009 Judith Chambers (NW) M.F.A 36 yrs varied teaching experience 1311,1316,1317, 2333, 2334 AcademicProgramReview_revisedJuly2010 Page 65 of 102 Page 65 of 102 PROGRAM: ARTS Status Hire Date Instructor Name FT/PT Highest Degree/ Certificate Other Qualifications/ Work Experience Courses Taught 2 yrs college-level postgraduate art teaching 1304, 1311,1312 M.A. 1-yr work experience MFAH, 1-yr art studio assistant 1301,1316,1317 PT M.F.A 5 yrs college-level art teaching experience 1316, 1317, 2316, 2317 Bernice Peacock (NW) PT M.F.A 20 years college-level art teaching experience 2316, 2317 01/15/2008 Anthony Thompson Shumate (NW) PT M.F.A 6 yrs college-level postgraduate art teaching, 17yrs graphic design experience 1301, 2348, 2346, 2327 01/15/2011 Emily Sloan (NW) PT M.F.A HCC 2316 Karen Hunter Smith (NW) PT M.F.A HCC 1316 2008 Humberto Seanz PT M.F.A. 4-yrs college teaching experience, 3-yrs gallery experience 1301 2010 Nathan Dube PT M.F.A. 5-yrs college teaching 1301 2001 Joanne Brigham PT M.F.A. 10-yrs college teaching exp. 1301,2326/2327 Beth Secor PT M.F.A. HCC 1301, 2366 2009 Nick Barbee PT M.F.A. 2-yrs college teaching exp. 1301,2326/2327 2010 Kristi Wilson PT M.F.A. 1-yr college teaching exp. 1301, 1303 2010 Jon Diblasi PT M.F.A 3-yrs college teaching exp. 2348,2349 8/2009 John Adelman PT M.F.A. 8 years college-level art teaching experience 1301 1/2011 David Tsai PT M.F.A. 08/15/2009 Christine Cook (NW) PT M.F.A 01/15/2011 Carlos Garcia (NW) PT 01/15/2008 Melanie Loew (NW) 01/15/2011 8 years college- level art and design teaching experience 2326 Note: It is logistically complex to get this information from all colleges for all adjunct faculty. AcademicProgramReview_revisedJuly2010 Page 66 of 102 Page 66 of 102 PROGRAM: ARTS 2. Do all program faculty meet the requirements for teaching in the discipline area? CB and SACS minimum requirements: For faculty teaching general education courses at the undergraduate level: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). For faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). For faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). X Yes No, please explain: All faculty members, except 1, system-wide meet requirements. (CEN) We have 1 faculty teaching with only a bachelor's degree—Audry Herber (HR made an exception for her when we did not have a Metals Jewelry Professor). 3. Have all instructors (full-time and part-time) posted their required CVs on the HCC website? X Yes, provide reference to website: All full-time faculty have posted their CVs to HCC Learning Web No, please explain: All full-time instructors have posted their required CVs on the HCC Learning Web. However, due to quick nature of some part-time hires, not all part-time hires have their CVs posted because their time is occupied with building their class curriculum. In the end, many part-time hires do post their CVs, but some new part-time hires have not. Their time is compromised. Most part-time instructors have posted their CV, but not all. (NW) During Stanley Kaminski’s time as Northwest assistant chair, I completed a list of faculty who did and did not comply with those CV deadlines and provided that information to our Chair. Recommendations: List any recommendations for improvements. AcademicProgramReview_revisedJuly2010 Page 67 of 102 Page 67 of 102 PROGRAM: ARTS IV.1c STANDARD: 1 How does your discipline provide professional development opportunities for faculty? X X X X X X 2. The institution provides ongoing professional development of faculty as teachers, scholars, and practitioners. (SACS 3.7.3) All full-time program faculty participate in a minimum of three (3) professional development activities each year. (PEP) Support faculty and student programs and activities in pursuit and achievement of teaching and learning excellence. (HCC Strategic Plan) Professional meetings, etc. CEN, NE, SE Internal training NE External training SE Conferences (Not really offered by discipline, but recognized by the discipline & system) Employee Higher Education Program Sabbaticals (Sabbaticals offered by system, not individual colleges or disciplines) Externships Other, please describe. Some colleges provide faculty with an opportunity to exhibit on campus. (CEN) Studio work and exhibitions. Does your discipline provide financial support for professional development? X Yes, indicate amount spent for the last three years ___________ . No, please explain: Our discipline does not have a budget for this support; we are reimbursed from the HCC system for professional development. At (CEN) and (NW) and other colleges, faculty can request travel money from their own Academic Dean, and if it is granted they will be reimbursed for their travel, etc… after their return. (NE) I assume that financial support is available, but my needs are more complicated than what a one or two day seminar can provide. I have no knowledge of either the assistant chair or gallery director requesting financial support for professional development, but that does not mean we are not developing in the profession. 3. Did each full-time faculty member teaching in the discipline participate in a minimum of three (3) professional development activities during the past year? X Yes, (Use the form on the last page to indicate what specific professional development activities the faculty have been involved in such as conferences/workshops attended, publishing activities, conference presentations, serving on local, state and national committees, etc.) No, please explain: See list of Professional Development Activities listed at end of this Program Review. The NE assistant chair has taken Photoshop and Adobe Illustrator at his own expense. HCC did not pay for these classes. The assistant chair did not take these classes for personal reasons. He took them because the NE college needs to offer a beginning digital art class and he was the most qualified and willing. The assistant chair completed a blackboard boot camp and repeated some of the sections to further develop his websites, but these are not professional development classes. These classes are related to Instructional Technology. The assistant chair also completed online training via UTRAIN so that he could combine studio classes and keep our enrollment high. The assistant chair is scheduled to take Eagle online classes. Website building is the focus of his professional development. (NE) NE gallery director attended poetry workshops hosted by Inprint of Houston in 2010 and 2011. These have furthered my knowledge of literature, poetry and have furthered my skills in creative writing. The Inprint workshops have helped me to build a portfolio of my writing for graduate school. I will be doing my first residency at Bennington College in the summer of 2011. I will be working toward a MFA in creative writing and literature. Not only will this further my writing but I will become eligible to teach English as well as art at Houston Community College. (NE) (SE-June Woest) After serving on the LMS committee for two years, SE Associate Chair attended 3-day Moodle Implementation Training, in Austin, out of the budget of Charles Cook’s office, July 2010. Also attended Dallas AcademicProgramReview_revisedJuly2010 Page 68 of 102 Page 68 of 102 PROGRAM: ARTS Challenge Based Learning Implementation Training, paid for by Apple Computer and New Media Consortiumno cost to the college or financial promises made by Apple. 4. How many faculty members (number and percent) have completed the Certificate for Teaching and Learning Effectiveness? __None__ If none, explain: (CEN), (NW) - None. Faculty members have not had time to complete this training. (NE) None. NE Assistant Chair has completed many of the sections but I have not completed all of them. (SE) None, yet. In progress. 5. How many faculty members (number and percent) have completed Certificates in Instructional Technology? __One___ If none, explain: (SE) One (CEN), (NE), (NW) None. Faculty members have not had time to complete this training. But, because ARTS requires the constant use of visual imagery, our faculty members are very adept at using technology to improve instruction in their classrooms. 6. Does part-time faculty teaching in the discipline have access to ongoing professional development opportunities? X Yes, please identify: (CEN) Several of our part-time faculty have had DE training. (NE) I encourage adjuncts to develop Blackboard websites but I cannot promise that there are any rewards for doing so. All part-time faculty trained to use teaching stations and Peoplesoft. All of the resources available to full-time teachers are available to adjuncts. (NW) Several adjuncts, on their own initiative, participate in local Houston area opportunities. (SE) Blackboard and Moodle training No, please explain: 7. Have faculty interns been utilized by the discipline? X Yes No, please explain: In the past three years, no. (CEN) Central has not requested any, nor been awarded any. We prefer obtaining faculty through a search process. When interns have been awarded elsewhere, they have often had skills that were redundant to the department. Also, the intern position has the effect of excluding our many valuable adjuncts, and morale suffers as a result. (NE) I believe the gallery director would most benefit if she could hire interns to help prepare exhibitions. The assistant chair often helps in the gallery but all of his work is voluntary (unpaid). Aside from gallery assistance, I can think of no other reason to have an intern in the art department. (DC) I think question refers to teaching interns, not gallery interns. (NW) Not since the last program review, but one has been hired in the past. NW would share the same concerns as CEN. (SE) No. Southeast associate chair thinks of an intern as someone with skills and aptitudes that are mission critical for fostering Fine Arts activities and teaching (skill based). Communication of the definition of internship needs more transparency. AcademicProgramReview_revisedJuly2010 Page 69 of 102 Page 69 of 102 PROGRAM: ARTS 8. Do you use the mentorship concept to transition new full-time faculty members into the discipline? X Yes, please explain process used and results: (CEN) When Bennie Flores Ansell was hired she was able to contact any of the 5 full time faculty with any questions she may have had regarding Studios, Departmental Policy, HCC policy etc. Scott Carothers, Michael Golden and Gladys Bel would check in with her periodically to see if she had any questions regarding her new position. (NE) NE does not have new full-time faculty but I think this would be a good idea. The current Assistant Chair often felt disconnected when I first started teaching at Northline in 2008. This is changing as the current Assistant Chair learns and grows into the position. (NW) There have been no new full-time hires since last program review, not in the past 7-8 years. (SE) DE access to course, using DE course developed by the department, new faculty member’s deliver quality-controlled course their first semester. No, please explain: Recommendations: List any recommendations for improvements. AcademicProgramReview_revisedJuly2010 Page 70 of 102 Page 70 of 102 PROGRAM: ARTS IV.1d STANDARD: 1. Does the department conduct evaluations of all full-time and part-time faculty teaching in the discipline in accordance with the institution-wide faculty performance review process? X 2. The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. (SACS 3.7.2) (100% adherence) Yes No, please explain: How are the results used by your department for improving teaching effectiveness? (CEN) Our adjunct evaluations are used as a tool to help our instructors better their teaching practices. If an adjunct fails to follow procedures and does not make the suggested corrections, this is taken into consideration when staffing our courses for the following semester. For the full-time we have our PEPS and review our goals and our teaching effectiveness in the classroom. (NE) The assistant chair visited all of the art adjuncts working for the Northeast College. The adjuncts were asked to identify their greatest needs. Their answers have been used to complete this report. (NW) Our adjunct evaluations are used as a tool to help our instructors better their teaching practices. If an adjunct fails to follow procedures and does not make the suggested corrections, this is taken into consideration when staffing our courses for the following semester. For the full-time we have our PEPS and review our goals and our teaching effectiveness in the classroom. (SE) Conferencing with adjuncts regarding performance, areas for improvements and ways to assist them. And, full-time instructors meet with dept. chair to complete PEP process (goal planning and execution) (SE) There is conferencing with adjuncts regarding performance, areas for improvements and ways to assist them. Full-time instructors meet with dept. chair to complete PEP process (goal planning and execution). The results are not used or known by anyone not involved in the evaluation. In the fall of 2011, full time faculty will begin creating goals that feed into their Departments goals that feed into the President’s Goals that feed from the Chancellor’s goals. This process in and of itself may provide more peer interaction and evaluation of teaching methods and standards. Recommendations: List any recommendations for improvements. V. CRITICAL SUCCESS INDICATOR: INSTRUCTIONAL RESOURCES AcademicProgramReview_revisedJuly2010 Page 71 of 102 Page 71 of 102 PROGRAM: ARTS V.1 MEASURE: LIBRARY AND OTHER LEARNING RESOURCES V.1a STANDARD: The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections and services and to other learning/information resources consistent with the degrees offered. Collections, resources, and services are sufficient to support all its educational, research, and public service programs. (SACS 2.9) The institution provides facilities and learning/information resources that are appropriate to support its teaching, research, and service mission. (SACS 3.8.1) 1. Indicate the level of access to essential reference materials and specialized resources for faculty and students in the discipline: Central Library Resource or Service Adequate Inadequate Comment on Inadequacies Access to broad range of information resources in print, non print and electronic format Access to other libraries and agencies through cooperative agreements to enhance resources pertinent to the program Onsite and online instruction in the use of library resources Professionally trained staff to provide appropriate levels of service Online services X (CEN) Our library has purchased requested DVD’s, books etc. X (CEN) We maintain our own collection of DVD’s and periodicals Facilities to house resources, provide study space and perform library instruction Appropriate numbers of computers to facilitate research, study and instruction X X X (CEN) We do not have enough people to maintain and man the department library X (CEN)The Digital Lab is not available to our students, they are only able to use the lab during class time, as we do not have someone to oversee an open lab. Inadequate Comment on Inadequacies X Other, please explain: Northeast Library Resource or Service Adequate Access to broad range of information resources in print, non print and electronic format Access to other libraries and agencies through cooperative agreements to enhance resources pertinent to the program Onsite and online instruction in the use of library resources Professionally trained staff to provide appropriate levels of service X X X X AcademicProgramReview_revisedJuly2010 Page 72 of 102 Page 72 of 102 PROGRAM: ARTS Online services X Facilities to house resources, provide study space and perform library instruction Appropriate numbers of computers to facilitate research, study and instruction X X Other, please explain: Northwest Library Resource or Service Adequate Access to broad range of information resources in print, non print and electronic format Access to other libraries and agencies through cooperative agreements to enhance resources pertinent to the program Onsite and online instruction in the use of library resources Professionally trained staff to provide appropriate levels of service Online services X Inadequate Comment on Inadequacies (NWC) Our library has purchased requested DVD’s, books etc. X X X X Facilities to house resources, provide study space and perform library instruction Appropriate numbers of computers to facilitate research, study and instruction X Need more art storage area. X (NW) The Digital Art Lab is not available to our students outside of official class time, they are only able to use the lab during class time, as we do not have someone to oversee an open lab and the lab is shared with other departments that use lab at different times. The lab really is assigned to Workforce department, but they share it with ARTS for Digital Art. Other, please explain: AcademicProgramReview_revisedJuly2010 Page 73 of 102 Page 73 of 102 PROGRAM: ARTS Southeast Library Resource or Service Access to broad range of information resources in print, non print and electronic format Access to other libraries and agencies through cooperative agreements to enhance resources pertinent to the program Onsite and online instruction in the use of library resources Professionally trained staff to provide appropriate levels of service Online services Adequate Facilities to house resources, provide study space and perform library instruction Appropriate numbers of computers to facilitate research, study and instruction X Inadequate Comment on Inadequacies X X X X X X Other, please explain: AcademicProgramReview_revisedJuly2010 Page 74 of 102 Page 74 of 102 PROGRAM: ARTS Southwest Library Resource or Service Access to broad range of information resources in print, non print and electronic format Access to other libraries and agencies through cooperative agreements to enhance resources pertinent to the program Onsite and online instruction in the use of library resources Professionally trained staff to provide appropriate levels of service Online services Adequate Facilities to house resources, provide study space and perform library instruction Appropriate numbers of computers to facilitate research, study and instruction X Other, please explain: X Inadequate Comment on Inadequacies X X X X X X Recommendations: List any recommendations for improvements. AcademicProgramReview_revisedJuly2010 Page 75 of 102 Page 75 of 102 PROGRAM: ARTS V.2 MEASURE: FACILITIES AND INSTRUCTIONAL SUPPORT SERVICES V.2a. STANDARD: The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (SACS 2.11.2) The institution provides appropriate academic support services. (SACS 3.4.9) 1. Do students and faculty in the discipline have the facilities and instructional support services they need for effective teaching and learning at all colleges? Central Adequate Open access computers Instructional technology Parking Study areas Bookstores Classrooms Electronic Classrooms Office space Work space Meeting space Classroom supplies Multimedia equipment Audiovisual equipment Duplicating services Library Resources Learning Assistance Centers Online Tutoring Other, please list: Inadequate X X X Comment on Inadequacies Need a place to deliver and unload materials. X X X X X X X X X X (CEN) Budget cuts. X X X X (CEN) Not for Art History Inadequate Comment on Inadequacies X (NE) The parking lot is often past capacity in the beginning of each semester. X (NE) The bookstore is over crowded. Waiting lines that fill half of the first floor are common at the beginning of each semester. (NE) Northline is filled to capacity. We could fill a duplicate building it it was available. Northeast Adequate Open access computers Instructional technology Parking X X Study areas Bookstores X Classrooms X Electronic Classrooms X Office space Work space Meeting space Classroom supplies X X X AcademicProgramReview_revisedJuly2010 Page 76 of 102 (NE) Has great classrooms. Needs more of them. X (NE) Need more. Page 76 of 102 PROGRAM: ARTS Multimedia equipment Audiovisual equipment Duplicating services X X Library Resources Learning Assistance Centers Online Tutoring Other, please list: X X X (NE) Copy machine in room 310 is continually in need of repair. Inadequate Comment on Inadequacies X Northwest Adequate Open access computers Instructional technology Parking X X X Study areas X Bookstores X Classrooms Electronic Classrooms Office space Work space Meeting space Classroom supplies Multimedia equipment Audiovisual equipment Duplicating services X X X X X X X X X AcademicProgramReview_revisedJuly2010 Page 77 of 102 Parking at Spring Branch is inadequate. Parking is continuously a problem. Far away parking spots do not have proper lumination and feel unsafe. Not enough campus police at either Spring Branch or Katy campuses to ensure that only faculty are parking in faculty parking spaces. Not enough campus police to monitor unoccupied classrooms at Katy campus. Students routinely sit in unoccupied rooms to study. This is not conducive to student safety and crime prevention. Theft of expensive computer equipment happens every semester at Katy campus. Classrooms need proper locking mechanisms to keep students out. More study space is required at Katy campus. The Katy bookstore is overcrowded at the beginning of each semester and whenever books need to be purchased or sold back by students. Not enough registers and employees to process purchases. The wait to buy items is too long. The bookstore is too small. Need more of them. Copy machines for both Spring Branch & Katy campuses supplied by the University Copy Center. The copy machines at Katy campus malfunction every day, Page 77 of 102 PROGRAM: ARTS inconveniencing all faculty, the evening faculty perhaps more so. These machines are of inferior quality, always breaking down. Faculty are constantly calling Univ. Copy Center to fix them; copy repairman is there every week. And the moment the repairman leaves, there is another problem. HCC could provide its own copy services ‘in-house’ itself and save substantial money. It should, in light of recent budget constraints. Library Resources Learning Assistance Centers Online Tutoring (Other) Campus safety and theft prevention measures X X AcademicProgramReview_revisedJuly2010 Page 78 of 102 X X We do not have online tutoring. Not enough campus police to monitor unoccupied classrooms at Katy campus. Students sit in unoccupied rooms to study. This is not conducive to student safety and crime prevention. Theft of expensive computer equipment happens every semester at Katy campus. Considering the theft that takes place routinely at Katy campus, classroom locking mechanisms should be utilized by all Katy classrooms to prevent unwanted entry. Moreover, many of the classroom locks at Katy campus are easily opened with a screwdriver, or there is no lock at all. Keypad entry devices and lock metal-flashing guards to prevent entry are needed to prevent waste of technology funds to replace stolen equipment. The situation at Katy campus is costing the college. Considering how much HCC is charged by outside vendors to install technical support equipment, Northwest should look for every way to save money and protect what it has already invested funds in. In addition, some times there is only 1 campus security officer on duty, for the entire building. And, if said officer goes to get something to eat, then there is no security. Page 78 of 102 PROGRAM: ARTS Southeast Adequate Open access computers Instructional technology Parking Students must shuttle from off-site parking lot. SE Student Government has been addressing this with administration. X X X X We have scheduling difficulties each semester due to too little classrooms and eletronic classrooms. There is little office/work space for adjuncts. X X X Multimedia equipment Audiovisual equipment Duplicating services Library Resources Learning Assistance Centers Online Tutoring Other, please list: Wifi strength X X Electronic Classrooms Office space Work space Meeting space Classroom supplies Comment on Inadequacies X X Study areas Bookstores Classrooms Inadequate X X X Supplies run short at the end of each fiscal year. The number and quality of faculty copiers is an issue. X X X X Southwest Adequate Open access computers Instructional technology Parking Inadequate X X X X X X X Study areas Bookstores Classrooms AcademicProgramReview_revisedJuly2010 Page 79 of 102 Comment on Inadequacies There is no open studio available for Digital Art Students at Alief, Stafrford, or Missouri City unless instructor comes before class or stays after class. Lab aides must be knowledgeable about software and be approved by the Computer Support technicians. There are labs available for regular word processing in College supported labs but that usually doesn’t help Digital Art Students. Depends on the campus. Some adjuncts have problems finding parking in high traffic times of the day. Not applicable for studio students. Adequate for lecture classes. OK, I guess. It is very difficult in the midst of moved studios. We won’t be in adequate studios at Stafford for at Page 79 of 102 PROGRAM: ARTS Electronic Classrooms X X Office space X X Work space Meeting space X X Classroom supplies X Multimedia equipment Audiovisual equipment Duplicating services X X X X Library Resources X X Learning Assistance Centers Online Tutoring ? ? ? ? It’s availablbe. Students are notified. Whether they use it or not is questionalble. X X OK at WLOP. OK but slow at ALIF. OK at MOCC, I think. Inconsistent at Stafford. Other, please list: Wifi strength 2. X least a year. Labs don’t have space for hands on work. OK for lecture classes Have be inadequate for studio classes. There have been complaints from some adjuncts that there is not a space for them to work, however, there is designated office space at each campus. Crowded for studios. Crowded for hands-on projects in lecture classes. WLOP okay. Stafford Fine Arts inadequate. ALIF and MOCC-not sure Little provided by campus. Departments are required to provide white board markers to the campuses. Sometimes difficult to get new instructors set up. OK at WLOP and Stafford. Iffy at ALIF. Inconvenient at MOCC. Department provides reserve copies of lecture texts at each location. Not sure. Are tutorial services available to support learning for students taking courses in the discipline at all colleges? Yes, adequate services (NE) Adequate for Northeast. Yes, not adequate, please explain: (SE) Distance Ed. but not face-to-face No, please explain: (CEN) Not offered for Art History. (NW) No tutoring for Northwest. There is tutoring for writing, but not really specific to arts or conducted by an ‘art’ person. X X 3. Is supplemental instruction available to support learning for students in the discipline? X X Yes, adequate services (NE) Adequate for NE. Yes, not adequate, please explain: (SE) Tutoring for writing is available, but not by an ‘art’ person. No, please explain: (CEN) Central does not have enough open computer lab hours. (NW) Northwest does not have art-specific open-lab computer hours. Tutoring for writing is available, but not by an ‘art’ person. 4. Does faculty receive adequate support from the college ADA counselor in providing reasonable accommodations for self-declared ADA students taking courses in the discipline? AcademicProgramReview_revisedJuly2010 Page 80 of 102 Page 80 of 102 PROGRAM: ARTS X Yes Adequate for NE, NW and SE. No, please explain: (CEN) Automatic Doors are broken and were for most of the Spring Semester 2011. Inappropriate easels for the height for our students in wheelchairs. Darkroom facility is not amenable to a student in a wheelchair. Spray booth height is difficult to man for our students in wheelchairs. 5. Describe the secretarial support provided for the discipline’s department. X X X X Full-time (CEN), (NE) = Yes (SE) But, shared among 5 disciplines Part-time, please explain: (CEN) Yes. (SE) Shared among 5 disciplines. In addition, to our full-time secretary we have several part-timers.??? None (NW) has no secretarial help for faculty. Other Varies from campus to campus. Is the level of secretarial support adequate for effective departmental operations? Yes Adequate for CEN, NE, SE X No, please explain: Some colleges have secretarial support, some do not. It depends on college’s budget. (NW) Northwest does not have adequate support for faculty. No secretarial help for faculty. The Fine Arts Chair has full-time secretarial help, and they do a good job. But, they are ensuring the Fine Arts department functions well, they are not specific to Academic ARTS. 6. Is specialized equipment utilized in the classroom to support instruction in the discipline? X No, skip to number 7. Yes, describe specialized equipment and respond to items a)-c). (NE) The Northline campus is only three years old and it has computer driven projectors in every room. Presentations from flash drives, CD disks and DVDs can be made in every room, except two or three. (NW) Printmaking has printing presses. Sculpture has a kiln. Digital Art has specialized digital photographic printers. (SE) 2D and 3D art studio equipment (SW) Yes, teaching stations in the lecture rooms, specific studio equipment in each of the studios, computers in the digital art labs. a) Is available specialized classroom equipment adequate to meet discipline needs at all colleges? X Yes No, please explain: (CEN) Willie Lee Gay Hall needs scanners and printers in the Digital Lab. Proper ventilation needed in Printmaking for acid room. Photo needs two computers and scanners to teach our students how to scan film. (NE) See NE comments in 8a, 8b, 8c, and 8d below (NW) Digital Lab for Arts 2348 is not really an ART dedicated lab. Only 1 section of digital art is offered every semester because of limited space. The room is actually dedicated to Work Force Development, and we are grateful that Work Force shares the room with us. But, other courses are taught in the class such as accounting courses, and landscape architecture, in addition to Digital Art. Digital Art needs its own dedicated computer lab. So first, a lab would be needed; then it would have to be supplied with specialized equipment for Digital Art, and more faculty hired. (SE) Southeast could not offer 3D studio courses because of lack of space and equipment. AcademicProgramReview_revisedJuly2010 Page 81 of 102 Page 81 of 102 PROGRAM: ARTS (SW) Up to this point we also continue to share computer lab space with computer science and GIS. The advantage is non-duplicating the cost of the equipment; the disadvantage is the limited number of classes we can offer. In these working conditions, we have been able to increase our Digital Arts course from one each semester to four or five. b. What year was specialized equipment last upgraded at all colleges? Be specific. Central ___2010___ Northwest ___2010___ Coleman ____n/a___ Southeast ___2011___ Northeast Not since last program review Southwest fall 2010 (CEN) New Digital Lab at HCC Central New Exposure unit in Printmaking New Printing Press in Printmaking studio ** Budget only allows partial replacement on some equipment when it is at the end of its useful life. (NW) Large painting easels purchased for ARTS 2316/2317 at Katy Campus and arrived end of Fall 2010. Do not know if that qualifies as an upgrade, and they also did not come from the NW’s ARTS budget. (SW) In fall 2010 a large exposure unit was purchased for printmaking 7. Is a lab required to support instruction in the discipline? X 8. No Yes, please explain: 24 out of 27 ART courses (all our studio courses) offered require a lab. Studio courses (courses in which students make art) require studios/labs. If a dedicated lab is required to support instruction in the discipline (e.g. science lab, language lab, computer lab, or studio) describe type of lab and respond to items a-d. a) Are lab facilities and equipment adequate and appropriate to contribute to effective learning in the discipline at all colleges? X Yes No, please explain: (CEN) Some equipment is needed in our specialized Metals /Jewelry courses. Specifically enameling, forming, cutting equipment, additional ventilation and electrical work is needed. Tech money requests and work orders were submitted in the fall of 2010, but nothing has been implemented. (NE) No. Room 106B at Pinemont is used for art appreciation, but it does not have a teaching station or a projector. Old computers and projectors are brought in, but their functionality is poor. I would like to see all art classes at Pinemont assigned to room 165 or have a teaching station and projector installed in room B106. At Northline (NE) we are using room 119 for Early College design classes like ARTS 1311. This room was originally intended to serve as a space for daycare, and it lacks a teaching station and projector. Also, the tables are not designed to be drawn on. They are rough and leave texture on the paper when pressure is applied with charcoal or a pencil. For digital art (NE) is using CS3 sodtware which is two generations behind current Adobe software. We are also using 13 inch Mac Notebooks without mouses. It can can be very difficult to see or manipulate images on such small screens. We also do not have a scanner available for student use, nor do we have a color printer. Our digital art class meets in an ordinary classroom. Computers must be brought into the classroom for every class meeting. The sculpture class at North Forest has very little table space although a fine arts room with abundant space is available on the same floor of the building. The professor at Codwell keeps the room very clean, and I am sure he would do the same for the art room if he was allowed to use it. This situation needs attention. I hope Michael Frazier will allow the sculpture class to use the art room at North Forest. AcademicProgramReview_revisedJuly2010 Page 82 of 102 Page 82 of 102 PROGRAM: ARTS In the last weeks of the spring semester of 2011, we (Chair, Asisstant Chair, Gallery Director) discussed the possibility of opening a ceramics / sculpture classes; however, we have no space for these disciplines. If such classes are to be offered at the NE college, we would need rooms on the first floor. Ceramics and sculpture require heavy materials not easily moved to upper floors. These rooms would require ventilation which we do not have in any room at the NE college. If a new building is ever constructed at Northline, these requirements would need to be planned for. (NE) Dimmer lights that stay in room 165 at Pinemont are requested. Rooms in which art appreciation or art history is taught must be darkened so that images can be projected onto the screen. This is also a problem in the technology building at Codwell. The art history teacher there cannot see the images projected on the screen because she cannot control the lights in the room. Only after many requests were lights in the room turned off to darken the room. (NW) Storage space needed at Northwest Spring Branch campus. Studio and storage space needed at Northwest Katy campus. Katy room 210 studio for Drawing & Painting needs better storage space. Cabinets were not designed for professional art storage needs. Heady-duty shelving and cabinets (with professional locking mechanisms) needed. Current cabinets are not secure. This room also needs a lock whose key can be copied and distributed to all art faculty who use this room. This room remains open all day. Security comes in at 7 a.m. to open the room and then janitorial crew locks it after 10 p.m. Thus, the room remains open all day and anyone could come in and steal equipment or art in the room. This situation speaks in part to how Katy Campus Administration runs this building, which ARTS is concerned that it is inadequate considering the regular occurrence of theft at the campus. (SE) Studio and storage space needed at Southeast. (SW) We have a unique situation. With multiple campuses, there are distinctly different responses to this question. At West Loop (SW), we have large studios with both incandescent and fluorescent lighting and adequate ventilation for non toxic processes. We schedule our Digital Arts class in one of the Digital Communication department labs and they use one of our labs for their Illustration class. The art history classes are held in classrooms with excellent teaching stations. At Alief-Hayes (SW), we share computer lab space with Computer Science, art history lectures are held in well equipped lecture classrooms. Our problem at this campus has been with the retrofitting of studio space to accommodate the new design classes for the Early College program. We have requested the retro-fitting of the old cafeteria space (plumbing included) but the system has not found the $38,000 needed to fund this project. If it is funded, we would be able to use it as a multi-functional studio for additional Design, Drawing and Painting classes!!! At Missouri City (SW), we teach Digital Art in multi-department shared computer labs and art history/appreciation in classrooms with state of the art teaching stations. At Stafford (SW), our studio classes have existed in temporary t-shacks for 10 years. This past year, we have been working with the system and architects to retro-fit the old Building B warehouse for a Fine Arts Center. We have had the good fortune to work with a bright, dedicated HCC project manager and we are looking forward to bringing the project to fruition in 2012. As at the other campuses, we share well-equipped computer lab and lecture space. b) What means does the discipline use to determine adequacy of dedicated lab facilities and standards to be met? (CE) Curriculum guidelines so we have what we need to teach. In review, we base class size on what is available. (NE) Northeast comments are made in direct comparison to what most rooms at Northline and other campus locations have. (NE) Studio classes often need projectors. The professor teaching Design 1 in room 119 brings her own computer, but there are times when she would like to show examples, but is unable to do so. During the 2011 spring semester, Bryan Bauhs brought her class to the second floor so they could complete a PSLO. This learning outcome required that her students watch a video. Most of our classrooms, except 119, have projectors. AcademicProgramReview_revisedJuly2010 Page 83 of 102 Page 83 of 102 PROGRAM: ARTS (NE) Northwest bases its comments about ART 2348/2349 Digital Art on fact that Baughs took Photoshop and Illustrator at the Southwest campus (West Loop). The classrooms at this campus had full size Macintosh and PC computers with 24 inch screens. The rooms at West Loop also had several scanners and a printer that used high quality photo paper. The differences between their resources and the resources at Northline are dramatic. The software at West Loop was also more up to date. (NE) Sculpture classes at Central and Southwest have rooms dedicated for real studio situations. The room being used for sculpture at North Forest is suitable for playing poker! This may be the most inadequate situation in the entire Northeast College. (NW) Class cap, curriculum guidelines, physical classroom size, and available equipment. (SE) Class cap, curriculum guidelines (SW) One of the most professional decisions HCC administration has made in the last 25 years, is to institute the Discipline Committee system. While each of our campuses and colleges have specific needs and issues, our discipline committee has developed a series of curriculum guidelines which specify curriculum, facility safety, responsible cap management, etc. In the current administration focus on “TRANSFORMATION”, we will have to be diligent in onceagain educating management to the costs and benefits of offering students an academic and professional studio and exhibiting education. There have been many administrative enrollment decrees this semester, summer 2010, which reflect a focus on numbers as opposed to a real understanding of what those numbers mean. For instance: “No class under 20 will run.” In reality, a class of 12 studio students with 96 contact hours each, exceeds state- revenue reimbursement of 20 students with 48 contact hours each. (SW) The Art Discipline committee needs to educate administration or we will only be teaching art history and art appreciation in future semesters. Art History and Appreciation high enrollment classes do not need any inherent understanding of the benefits of our program ~ they are simply bankable revenue. It appears that we artist/educators must once again dust off our salesmen caps. (SW) c) For labs utilizing hazardous materials, is there a safety process in place with appropriate regulations regarding disposal, handling, and storage at all colleges? X X Not applicable (NE) Northeast does not use hazardous materials whatsoever. Yes (CE, NW, SW) No, please explain: (SE) Written procedures in progress. AcademicProgramReview_revisedJuly2010 Page 84 of 102 Page 84 of 102 PROGRAM: ARTS 9. Do students and faculty in the discipline have access to a Teaching and Learning Center, a Curriculum Innovation Center, and a Tutoring Center or Learning Assistance Center at all colleges? X Yes, (complete the chart below by identifying the type of Center and location. Also indicate whether the support services, hardware, software, multimedia or other instructional materials are adequate to support effective learning.) (CEN) Yes (NE) Yes (NW) Yes. CIC provides good service at both NW locations for faculty. Writing Tutors provided at both NW locations and they are help for ARTS 1303/1304 Art History 1 & 2. But, in general, most ARTS courses are studio courses and do not require tutors. (SE) Yes. (SW) Every effort at SW is made to provide these facilities. Once again, our multiple campus sites have varying conditions in terms of staffing and number of available hours. No, please explain: Type of Center Location (Central) Adequate CIC Yes Learning Center / Tutors Pinemont (NE) Yes Learning Center / CIC / Tutors / Learning Assistance Learning Center / Tutors Northline (NE) Yes Codwell (NE) Yes CIC / Writing Tutors Spring Branch (NW) Yes CIC / Writing Tutors Katy (NW) Yes CIC, Tutoring and Writing Center Southeast Yes CIC, Learning Centers, Writing tutors, ASK ONLINE Southwest YES Inadequate Identify Inadequacies (Northeast) I wish the CIC was open more. (Northwest) Wish art appreciation and art history specific tutoring was available. Wish budget allowed increased hours 10. During the three years covered by this review, did the discipline receive funds for new or upgrading equipment? (See chart that immediately follows) X Yes, complete the chart below (add rows as needed) (NE) No for Northeast. The projector for room 165 at Pinemont was paid for by the technology department. We have not needed to make large acquisitions for the art department. (NW) Nothing coming out of ARTS budget. No, please explain: AcademicProgramReview_revisedJuly2010 Page 85 of 102 Page 85 of 102 PROGRAM: ARTS Type of Equipment (Year 1) fall 07-spring 09 (CEN) Exposure unit for printmaking (NE) Teaching Station Projector*** Total Year Expenditures for year 1 *** Not purchased with ART funds Strategy Type of Equipment (Year 2) fall 08-spring 09 (CEN) Etching printing press Strategy (Northwest) Large Wood Painting easels 5, each @=$100 15 Drawing benches @ $50 each (but, drawing benches not out of ARTS budget) (Southeast) New ceramics studio New sculpture studio New drawing studio (Southwest) Ceramics kiln Total Year Expenditures for year 3 AcademicProgramReview_revisedJuly2010 Page 86 of 102 Cost $14,000 $14,000 Total Year Expenditures for year 2 Type of Equipment (Year 3) fall 09-spring 10 (CEN) iMac Computers for digital art labs… -- iMacs $2,200 each x 20 15 Wood Easels 280 each = $4200 10 Metal easels 300 each = $3000 Cost $5,000 n/a $5,000 Strategy Cost $44,000 $4,200 $3,000 $500 n/a $8,000 $14,000 $6,000 $3,500 $83,200 Page 86 of 102 PROGRAM: ARTS 11. Explain how this new or upgraded equipment has made a difference in the discipline? (CEN) We have been able to use the Exposure unit for silkscreening which has crossed over into other classes such as Ceramics. The printing press has been a great resource for the students to make larger prints. The digital lab Mac computers have made teaching much easier for the instructors as the computers are not crashing multiple times a day. We now have enough easels in our Drawing and Painting Classes to meet our class cap numbers and every student has an easel. (NE) Our adjunct professors are very grateful for this new equipment. Assistant Chair also taught at Pinemont and can attest to the great difference new equipment makes. The following is a quotation from one of the professors who teaches at Pinemont. (NE) Assistant Chair’s Tues 4:00-7:00pm Pinemont class, however, does meet in 165--equipped with a functional teaching station--and it's been a dream come true. The teaching station was installed sometime in the middle of last semester, and though his class wasn't originally scheduled for that room, he was able to BEG the campus manager to switch the room assignment this semester. (NW) We now have more appropriate large-sized easels for painting. Allows for larger canvases and more appropriate painting posture for students and to provide easels for more students. (SE) Number of studio courses taught at SE has increased from 3 to 5. Added only 1 studio in summer due to quota limits on number of courses. (SW) New kiln replaced unusable equipment. Recommendations: List any recommendations for improvements. AcademicProgramReview_revisedJuly2010 Page 87 of 102 Page 87 of 102 PROGRAM: ARTS V.3 MEASURE: INFORMATION TECHNOLOGY RESOURCES AND SYSTEMS V.3a STANDARD: The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. (SACS 3.4.12) 1. Identify the information technology resources needed by faculty and staff in the discipline area and rate the availability and adequacy of those resources at all colleges. Central Resource Needed X X X Internet Access E-mail Accounts Databases Video Conferencing Faculty WebPages Other, please list: Available Not Available Adequate Inadequate X X X X X X Northeast Resource Needed Internet Access E-mail Accounts Databases Video Conferencing Faculty WebPages Available Not Available Adequate Inadequate Not Available Adequate Inadequate Adequate Inadequate X X X X X Northwest Resource Needed X X X Internet Access E-mail Accounts Databases Video Conferencing Faculty WebPages Available X X X X X Southeast Resource Needed Internet Access E-mail Accounts Databases Video Conferencing Faculty WebPages Available Not Available (X) Weak Wifi X X X X X Southwest Resource Needed X X X N/A X Internet Access E-mail Accounts Databases Video Conferencing Faculty WebPages Available usually X X N/A X Not Available Adequate Inadequate usually X X sometimes some faculty don’t use it X inconsistently used Please comment on any resource that is checked as needed but is not available or is inadequate. AcademicProgramReview_revisedJuly2010 Page 88 of 102 Page 88 of 102 PROGRAM: ARTS (CEN) No wireless internet in theater where full-time faculty have their offices. (NW) Wireless internet signal not uniform throughout Katy campus. Some areas have a signal, some do not. Not all art studio rooms have internet access at Spring Branch campus. 2. Do faculty in the discipline at all colleges have adequate access to the computer hardware, software, and communication network necessary for instructional preparation and to access available information technology resources? X Yes (NE) Northeast feels it is adequate for their location. No, please explain: (CEN) It is like pulling teeth at times to get our projectors properly working and to get updated software for our instructional computers and lab computers. Our Art Appreciation classroom in JB Whitely has not had sound since January 2011. (NW) Spring Branch Art studio rooms 108 & 113 instructor computer stations do not have access to internet. (SE) No computer in 2D studio because we are still waiting on lecterns to be delivered. The computers are still in their boxes. 3. Is the level of technical support adequate in faculty offices and the libraries for the information technology resources used by all of the discipline faculty and staff? X Yes (NE), (NW) No, please explain: (CEN) Central Tech are often encouraged to do things (ie: iPad courses) whereby no one is available to offer support to our instructors. (SE) Budget cuts in technology have left them under staffed. But, SE has hired a new Director which should help us regain communication with higher levels of administration. 4. Is the level of technical support adequate in classrooms and Open Labs for the information technology resources used by all of the discipline faculty and staff? X Yes No, please explain: (CEN) New Art Appreciation room has not had sound for the projector since January 2011, a whole semester. The kiln repair was needed and not possible due to our repair budget being cut. (NW) Good support at Spring Branch location, but too many changes, rotations of equipment and operating systems. The old ones work just fine. Why do we have to spend so much on constant updates? Support at Katy campus is good. (SE) Budget cuts in technology have left them under staffed. 5. How does the discipline faculty utilize any online course management systems? (CEN) Many hurdles were created in our own discipline with respect to our offering of Central’s Distance Education courses. (NE) Only the assistant chair manages courses in Blackboard. Syllabi, course calendars, quizzes, assignments, projects, terminology, learning modules and student grades are all kept online for all of his classes. One adjunct professor, Nancy Stombaugh, posts her syllabi, examples and assignments on the Learning Web. Another parttime professor may soon receive Eagle training. (NW) Faculty have been using the Learning Web for web enhanced face-to-face courses. (SE) Faculty have been using Blackboard for DE and hybrid courses. This will change with Eagle Online. Faculty have been using the Learning Web for web enhanced face-to-face courses. (SW) Faculty have been using the Learning Web for web enhanced face-to-face courses. AcademicProgramReview_revisedJuly2010 Page 89 of 102 Page 89 of 102 PROGRAM: ARTS Recommendations: List any recommendations for improvements. (NE) It is unlikely that stipends for website development can be offered so I am at a loss for solutions. Assistant Chair tells teachers who do not have websites that they will never need to make Xeroxes once they have a website. I rarely make copies of anything. AcademicProgramReview_revisedJuly2010 Page 90 of 102 Page 90 of 102 PROGRAM: ARTS V.4 MEASURE: BUDGET V.4a STANDARD: Budget is adequate to support the program. (SACS 6.3.1 & CB IIB.E) Develop and implement a new resource/cost model. (HCC Strategic Plan) Program shows 5% growth in contact hours each year. 1. Indicate expenditures by college for the last three fiscal years for the discipline: *** The numbers provided in the tables below for this question, and question 2 that follows, are based upon budget report made available to Office of Institutional Research in fall 2010. Central College Name of Discipline: ARTS Personnel (faculty/support staff) Expenses Operating Expenses Total Year Expenditures Coleman College (does not offer ART) Name of Discipline Personnel (faculty/support staff) Expenses Operating Expenses Total Year Expenditures Fa07-Sp08 $509,645 $28,394 $538,039 Year 1 n/a n/a n/a Fa08-Sp09 $620,883 $31,120 $652,003 Year 2 n/a n/a n/a Fa09-Sp10 $677,682 $31,542 $709,224 Year 3 n/a n/a n/a Northeast College Name of Discipline: ARTS Personnel (faculty/support staff) Expenses Operating Expenses Total Year Expenditures Fa07-Sp08 $131,521 $1,096 $132,617 Fa08-Sp09 $157,464 $1,162 $158,626 Fa09-Sp10 $190,313 $614 $190,927 Northwest College Name of Discipline: ARTS Personnel (faculty/support staff) Expenses Operating Expenses Total Year Expenditures Fa07-Sp08 $243,082 $4,045 $247,127 Fa08-Sp09 $294,301 $3,299 $297,600 Fa09-Sp10 $294,949 $5,113 $300,062 Southeast College Name of Discipline: ARTS Personnel (faculty/support staff) Expenses Operating Expenses Total Year Expenditures Fa07-Sp08 $184,266 $1,304 $185,570 Fa08-Sp09 $203,131 $1,066 $204,197 Fa09-Sp10 $299,988 $620 $300,608 Fa07-Sp08 $335,970 $18,491 $354,461 Fa08-Sp09 $400,884 $14,479 $415,363 Fa09-Sp10 $535,406 $13,905 $549,311 Southwest College Name of Discipline: ARTS Personnel (faculty/support staff) Expenses Operating Expenses Total Year Expenditures Source: Finance Control AcademicProgramReview_revisedJuly2010 Page 91 of 102 Page 91 of 102 PROGRAM: ARTS 2. Indicate department budget for the discipline for the current year by college: Central College Name of Discipline: ARTS Personnel Budget Operating Budget Total Year Budget Fall 2010-Spring 2011 $ 646,996 *** Not Available*** *** Not Available*** Coleman College (does not offer ART) Name of Discipline: ARTS Personnel Budget Operating Budget Total Year Budget Fall 2010-Spring 2011 n/a n/a n/a Northeast College Name of Discipline: ARTS Personnel Budget Operating Budget Total Year Budget Fall 2010-Spring 2011 $166,425 *** Not Available*** *** Not Available *** Northwest College Name of Discipline: ARTS Personnel Budget Operating Budget Total Year Budget Fall 2010-Spring 2011 $261,432 *** Not Available*** *** Not Available*** Southeast College Name of Discipline: ARTS Personnel Budget Operating Budget Total Year Budget Fall 2010-Spring 2011 $261,813 *** Not Available *** *** Not Available *** Southwest College Name of Discipline: ARTS Personnel Budget Operating Budget Total Year Budget Source: Finance Control/Program 3. Fall 2010-Spring 2011 $ 533,739 $ Not Available*** $ Not Available*** Is each college budget allocation for the discipline sufficient to meet the needs of the discipline? X Yes (NE) Northeast feels it is adequate for their location. No, please explain: (CEN) No. (NW) Not sure. Students at other HCC colleges have more opportunities and makes this question difficult to answer. (SE) No. (SW) No, three year enrollment trend of +30% does not match three year budget decrease of 24.8%. We hope that the next report with the retrofitted Fine Arts Building, will indicate an increase in facility quality and equipment and supply expenditure which adequately reflects our growth in enrollment. AcademicProgramReview_revisedJuly2010 Page 92 of 102 Page 92 of 102 PROGRAM: ARTS 4. Does the discipline generate revenue (e.g. lab fees, published curriculum materials, contract training, continuing education, special events, etc.) other than contact hour reimbursement and tuition and fees? X No (CEN) Art course receive an $18 lab fee per student but we do not receive our lab fees. Yes, please describe: Please complete if revenue is generated through lab fees or other means: Revenue Generated Lab Fees Other Total Revenue Generated Source: Program 5. Year n/a Year n/a Year n/a n/a n/a n/a Review the data for the discipline regarding course make rates (SEE RESOURCE NOTEBOOK) and provide an analysis of the data. The only identifiable trend is that lecture courses ARTS 1301 Art Appreciation and 1303 Art History I have higher course make rates in the fall compared to spring. And, this does not hold true for lecture course ARTS 1304 Art History II. Reason why cannot be explained from data provided by OIR. There is no identifiable trend among all other courses which are art studio courses. There is no identifiable trend for any courses during summer sessions. 6. Review the data on course class size by campus across time (SEE OIR WEB SITE) and provide an analysis of the data in reference to meeting the institutional established benchmarks. Data shows that Southeast campus has consistently had the strongest ‘Course Class Size by Campus Location’ numbers over the period covered by this program review. Over the same period, Northeast numbers have been significantly behind other campus locations, the lowest. Lower enrollment numbers at the NE college are due to the fact that the NE area is not as developed as others. NE does not have data to confirm or counter this impression, but NE has been told that we run smaller classes so that students in the NE area have an opportunity to go to school near their home. This opportunity may not exist if we do not offer classes with smaller enrollments. As of June 3, 2011, the ARTS Discipline Chair has not learned from anyone what the Institutional established benchmarks are? 7. Review the data on contact hours per semester and explain increases or decreases. Academic Term Contact Hours for the Program by College Central Coleman Northeast Northwest Southeast Southwest TOTAL Sum 10 16,224 0 2,352 13,296 20,784 24,144 76,800 Spring 10 78,672 0 25,824 37,776 49,296 68,592 260,160 Fall 09 73,488 0 24,432 39,456 42,384 67,104 246,864 Sum 09 15,312 0 3,264 10,992 17,136 19,584 66,288 Spring 09 65,232 0 15,504 34,992 39,696 54,864 210,288 Fall 08 63,312 0 16,848 37,008 35,904 55,440 208,512 Sum 08 9,072 0 3,792 7,056 20,544 19,824 60,288 Spring 08 54,528 0 9,552 32,544 33,072 50,784 180,480 Fall 07 56,160 0 13,680 33,792 30,720 48,912 183,264 432,000 0 115,248 246,912 289,536 409,248 1,492,944 3-year Total Source: OIR AcademicProgramReview_revisedJuly2010 Page 93 of 102 Page 93 of 102 PROGRAM: ARTS Review the data on contact hours per semester above and explain increases or decreases (continued…) (NE) Assistant Chair began to teach at Northline in 08. He cannot explain the drop in 2008, but our enrollemt in the summer of 2010 was very low. We offered very few classes which be believes was due to state funding cutbacks. (NW) Summer contact hours up with each passing year. (SE) Review of contact hours for SE appears correct. Overall, natural increases in contact hours per year. Only exception, Northeast experiencing drop in summer contact hours with each passing year. Also for Northeast, drop from fall 2007 to spring 2008. 8. Is contact hour reimbursement for the discipline sufficient to support the discipline budgets, based on information in the following table? X Yes (NE), (SE) No, explain: (CEN) (CEN) Art courses receive an $18 lab fee per student but we do not receive our lab fees. If we did receive it would be adequate for our budget. The Contact Hour reimbursement for ART is the highest academic reimbursement but this is not reflected in the budget which has recently been cut. (NW ) Do not know. Contact-Hour Reimbursement for the District (SEE RESOURCE NOTEBOOK) Year 2007-08 Year 2008-09 Year 2009-10 424,032 485,088 583,824 Total Contact Hours Generated Rate (per contact hour) Total Contact Hour Reimbursement Source: OIR, THECB Funding Formula 9. $ 5.06 $ 5.06 $ 5.75 $ 2,145,601 $ 2,454,545 $ 3,356,988 Is the faculty involved in the budgetary process for the discipline at all colleges? X Yes No, explain: (CEN) At Central, faculty are not involved in the total budget process, however we do have the ability to prioritize spending within our discipline for materials and supplies. The Travel budget has been taken away from our control in the past year. (NE) The gallery director has a budget to run the gallery and buy supplies (See recommendation below). But, the NE Assistant Chair is not involved with budget issues during the year. (SE) No. 10. Based on the above information, what is your analysis of this three-year budgetary trend? From all indicators, it seems that ARTS is experiencing growth. (NE) From all indicators it seems that we are experiencing growth. I am not trained to analyze budgetary trends but under the present conditions we cannot demand large spending increases. However, I think big improvements can be made without over-spending. Some solutions are simple. (NW) Those numbers look favorable. (SE) An increase in our supply budget is promised by the COO and President. Both are very interested in arts at SE. AcademicProgramReview_revisedJuly2010 Page 94 of 102 Page 94 of 102 PROGRAM: ARTS Recommendations: List any recommendations for improvements. (NE) The following Northeast comments are from the Northeast Gallery Director: (NE) The art department added 4 studio classes in 2009 - 10, but has not increased the budget to accommodate the cost of supplies for the instructors for demonstration. Without supplies, instructors are severely handicapped by what they can do with students in the class. Our only sculpture class at the Codwell campus does not have any of the basic tools necessary to build projects required for the class. As a result, the teacher and students are very limited in what they can create. (NE) We are having more shows in the gallery which is very exciting but we need more funding for basic supplies such as paint and hardware. The gallery space has to be prepared before every show which means spackling, sanding and painting have to be done. These are disposable supplies that cannot be used again and again. I bring my own personal tools to the school to use in the gallery because we do not have money within the budget to purchase them. (NE) We have an account at Texas Art Supply, but everything we need cannot be purchased there. I purchase food for the openings in the gallery at Walmart and then have to be reimbursed. We needed a large trash can as well as a broom and dustpan in the art classroom at Northline and since I could not procure these items from the campus manager, I had to buy them myself and again, had to be reimbursed. To make our budget money go further, I sometimes buy art supplies at dollar stores since many of these basic items are very expensive at Texas Art Supply. Again, I have to put in a request for reimbursement. If I had a procurement card, I could buy supplies for the gallery and the art department at any store and get the best price. This would save the school money, as well. (NE) I want our teachers and students to have everything they need to get the most out of the classes we offer. In most art classes, supplies are disposable. They are used once and then they are gone and more have to be bought to replace them. A larger budget and a procurement card for our department and gallery would make our college stronger because it would ensure everyone has the materials they need to succeed. (NW) Northwest Art Gallery director purchases food for the openings in the gallery at Walmart and then has to be reimbursed. The process for reimbursement is getting more complicated. Now, the system requires requests for reimbursements be submitted within 30 days of purchases and must be accompanied by copies of credit card bank statements to prove the purchases. With increasing obstacles for reimbursements, the gallery director is considering no longer making purchases for reception food and drinks to decrease risk of failing to be reimbursed. (SE) While money is available in the system, communicating the money flow process is difficult to comprehend. Chipping away at communication barriers between administration and faculty is underway. We agree a procurement card for art gallery purchases would be helpful. AcademicProgramReview_revisedJuly2010 Page 95 of 102 Page 95 of 102 PROGRAM: ARTS FACULTY PROFESSIONAL DEVELOPMENT ACTIVITIES - (Central College) HCCS encourages job-related professional development activities for all employees. Use this form to record employee activities throughout the year, and submit with the Program Review and/or the Annual Progress and Assessment Report. Faculty Development Activities such as publishing, presenting conference papers or serving on local, state or national committees should be included. Add additional lines as needed. Name of Faculty Activity/Course Sponsor/Company & Location Bennie Flores Ansell Society for Photographic Education Society for Photographic Education Exhibition Society for Photographic Education, Atlanta, GA Savannah College of Art and Design, Atlanta, GA Bennie Flores Ansell Exhibition of work Corey Ackelmire Visiting Artist Neiman Marcus, Houston, TX University of Georgia, Cortona, Italy Humberto Saenz Curated a National Exhibit Bennie Flores Ansell Student work exhibitied at Regional SPE Conference Nathan Dube Visiting Instructor Humberto Saenz International Exhibit Joanne Brigham Exhibit Beth Secor Curated an exhibit Beth Secor Exhibit Humberto Saenz Exhibit Michael Golden Exhibit Michael Golden Publication Bennie Flores Ansell AcademicProgramReview_revisedJuly2010 Page 96 of 102 Inclusive Dates March 9th -13th, 2011 March 1st – April 1st 2011 September 26– October 3, 2010 February – May 2011 HCC Central Art Gallery South Central Regional Society for Photographic Conference, Fayetteville Arkansas University of Georgia, Cortona, Italy Border Art Biennial, Juarez Mexico January – February 2011 Luminaria, San Antonio, TX Art League Houston, "Chicomexochtli's Children" Fall 2010 Trinity University “ Material Evidence” Art League Houston, "Chicomexochtli's Children" “Defining Green” at Russ Pitman Park in Bellaire, TX 15th anniversary edition of ‘New American Paintings’ Page 96 of 102 October 2010 – November 2010 February – May 2011 January 2010 – June 2010 Spring 2011 Spring 2011 Spring 2011 Spring 2011 Fall 2010 PROGRAM: ARTS Nick Barbee Exhibit Glassell Core Fellow Exhibit, Houston, TX Spring 2011 Kristin Wilson Exhibit Buffalo Exchange, Houston, TX Spring 2011 Jonathan Diblasi Exhibit French Consulate Spring 2011 AcademicProgramReview_revisedJuly2010 Page 97 of 102 Page 97 of 102 PROGRAM: ARTS FACULTY PROFESSIONAL DEVELOPMENT ACTIVITIES - (Northeast College) HCCS encourages job-related professional development activities for all employees. Use this form to record employee activities throughout the year, and submit with the Program Review and/or the Annual Progress and Assessment Report. Faculty Development Activities such as publishing, presenting conference papers or serving on local, state or national committees should be included. Add additional lines as needed. Name of Faculty Byran Bauhs Tina Kotrla Activity/Course Sponsor/Company & Location Adobe Photoshop Workshops Adobe Adobe Photoshop Workshops Adobe Printmaking Workshops Imprint Houston AcademicProgramReview_revisedJuly2010 Page 98 of 102 Page 98 of 102 Inclusive Dates 2010-2011 PROGRAM: ARTS FACULTY PROFESSIONAL DEVELOPMENT ACTIVITIES - (Northwest College) HCCS encourages job-related professional development activities for all employees. Use this form to record employee activities throughout the year, and submit with the Program Review and/or the Annual Progress and Assessment Report. Faculty Development Activities such as publishing, presenting conference papers or serving on local, state or national committees should be included. Add additional lines as needed. Name of Faculty Michael Gonzales Activity/Course Krappy Kamera XII International Photo Exhibition – 2nd Place RayKo 3rd Annual International Plastic Camera Exhibition HCC Men of Honor Exhibition Northwest x Southwest Art Exhibition Museum member & exhibition attendance in Houston Art exhibition attendance Stanley Kaminski Sponsor/Company & Location Inclusive Dates SoHo Photo, NYC Spring 2010 RayKo Photo Center, S.F., CA Spring 2010 HCC Minority Male Initiative University of Houston – Clear Lake Spring 2010 Houston Museum of Fine Arts, Houston Center for Photography Dallas Museum of Art Dallas Contemporary Museum of Art Fall 2009 Fall 2010, Spring 2011 Spring 2011 Exhibition attendance Organization member, exhibition/performances attend. McNay Art Museum (San Ant.) Spring 2011 Aurora Picture Show Fall 2010, Spring 2011 Sexually Harassment Certificate HCC Spring 2009, 2010, 2011 Instructional Day Meetings Northwest x Southwest Art Exhibition participation Exhibition Participation “A Survey of Contemporary Printmaking” Exhibition Participation “Five x Seven 2011” Exhibition Participation "The Texas Aesthetic IV: Contemporary Texas Regionalism" HCC University of Houston – Clear Lake Spring 2009, 2010, 2011 AcademicProgramReview_revisedJuly2010 Page 99 of 102 Gray Gallery, East Carolina University, Arthouse at the Jones Center, Austin TX, William Reaves Fine Art, Houston, TX Page 99 of 102 Fall 2009 Sept. 2007 – Oct. 2002 May 2012 -- July 2012 May 2011 – July 2011 PROGRAM: ARTS Stanley Kaminski (cont.) David Swaim Exhibition Attendance Northwest x Southwest Art Exhibition AcademicProgramReview_revisedJuly2010 Page 100 of 102 Kaminski attended at least 23 art exhibits including but not limited to: -- McMurtrey Gallery -- New Gallery -- Moody Gallery -- Hooks-Epstein Gallery -- John Cleary Gallery -- Dean Day Gallery -- Laura Rathe Gallery -- Harris Gallery -- The Museum of Printing History -- William Reaves Fine Art -- Pearl Fincher Museum of Fine Arts -- Rice Gallery Fall 2010, Spring 2011 University of Houston – Clear Lake Fall 2009 Page 100 of 102 PROGRAM: ARTS FACULTY PROFESSIONAL DEVELOPMENT ACTIVITIES - (Southeast College) HCCS encourages job-related professional development activities for all employees. Use this form to record employee activities throughout the year, and submit with the Program Review and/or the Annual Progress and Assessment Report. Faculty Development Activities such as publishing, presenting conference papers or serving on local, state or national committees should be included. Add additional lines as needed. Lisa Wildermuth M. J. Cherry Mobile Learning Fellowship Presenter at Mobile Learning Symposia 2009 T Bug Conference 2008 - 2009 Sexual Harassment training 2009 Blackboard training August 2008 PEP training 2009 Eagle Online training April 2011 Sexual Harassment training 2009 Discipline Day meetings Spring and fall 2008, 9, 10, 11 Moodle training Northwest x Southeast Art Exhibition Spring 2010 2008 - 2009 Univ. of Houston – Clear Lake Exhibitions/Russ Pitman Park June Woest Moodle training Northwest x Southeast Art Exhibition Human Nature Planted, Defining Green Artist’s Eye Lecturer, Menil Museum AcademicProgramReview_revisedJuly2010 Page 101 of 102 Fall 2009 2009, 10, 11 Austin, TX Spring 2010 Univ. of Houston – Clear Lake Russ Pitman Park, Houston, TX Fall 2009 Houston, TX Page 101 of 102 2009, 10, 11 PROGRAM: ARTS FACULTY PROFESSIONAL DEVELOPMENT ACTIVITIES - (Southwest College) HCCS encourages job-related professional development activities for all employees. Use this form to record employee activities throughout the year, and submit with the Program Review and/or the Annual Progress and Assessment Report. Faculty Development Activities such as publishing, presenting conference papers or serving on local, state or national committees should be included. Add additional lines as needed. Maryellen Hill Jason Kishell Cynthia Millis HCC Southwest Faculty Art Exhibit, Annex Gallery, Stafford, TX, October 2010 MEN OF HONOR ART EXHIBIT, HCCS 4100 Main, Houston TX, February, 2010. Harmonious Mud, Metamorphosis, Traveling exhibition throughout downtown Houston, originating gallery: Talento Poissant Gallery Houston, TX; 2010 Houston Tx 2010 HCC Southwest Faculty Art Exhibit, Annex Gallery, Stafford, TX, 2010 Bilingue de Houston Houston, TX 2010 Ink and Clay, Kellogg Art Gallery, On the Brighter Side of Things, Crafthaus, The Big Show, Lawndale Art Center, CODAchrome, American Association of Woodturners, Pomona, C 2010 on-line exhibition 2010 Houston, TX 2009 St. Paul, MN 2009 PowerPoint Basics Workshop United Way, Houston, TX June, 2011 PowerPoint Advanced Workshop United Way, Houston, TX June, 2011 Photoshop CS5 Basics Workshop Photoshop CS5 Advanced Workshop United Way, Houston, TX July, 2011 United Way, Houston, TX July, 2011 HCC Southwest Faculty Art Exhibit, Open Exhibition, Grassroots Art in Action, Award Winner, juried by Victoria Lightman Featured Artist, DaVinci Artists Gallery Annex Gallery, Stafford, TX, October 2010 HCC Northeast October 2010 Tomball, TX September 2010 AcademicProgramReview_revisedJuly2010 Page 102 of 102 Page 102 of 102 PROGRAM: ARTS Featured Artist, DaVinci Artists Gallery Patricia Porcynaluk Steven Potter Tomball, TX April, 2010 HCC Southwest Faculty Art Exhibit, Recipient of NEH Fellowship for Mapping and Art in the Americas Featured Artist, DaVinci Artists Gallery Annex Gallery, Stafford, TX, February 2010 Newberry Library, Chicago, IL July-August, 2010 Tomball, TX June, 2009 HCC Sabbatical Leave Houston, TX Spring, 2009 HCC Southwest Faculty Art Exhibit, Making Art Safely: ImagOn Workshop; Annex Gallery, Stafford, TX, October 2010 Santa Fe, N.M. June 2010 Five by Seven On The Road: Five by Seven, Arthouse at the Jones Center Dallas, Tx August 2010 Austin, Tx March 2010 MEN OF HONOR ART EXHIBIT, HCCS 4100 Main, Houston TX, February, 2010 Five by Seven: On the Road Five by Seven On The Road: Dunn and Brown Contemporary Inman Gallery: Houston, Tx August, 2090 Dallas, Tx August, 2009 HCC Southwest Faculty Art Exhibit, Annex Gallery, Stafford, TX, October 2010 MEN OF HONOR ART EXHIBIT, HCCS 4100 Main, Houston TX, February, 2010 AcademicProgramReview_revisedJuly2010 Page 103 of 102 Page 103 of 102