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
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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.
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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.
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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.
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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.
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.”
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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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.
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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:
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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:
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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:
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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.
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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.
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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,
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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.
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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
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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?
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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.
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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.
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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.
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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.
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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:
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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
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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.
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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
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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
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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.
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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
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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.
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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
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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.
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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.
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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
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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
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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
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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
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