Program/Department Annual Update 2009-10

Sinclair Community College

Program/Department Annual Update

2009-10

Program: Art

Chairperson: Kelly Joslin

Dean: Dr. Kathleen Cleary

Date: 11/30/09

Program outcome(s) for which data were collected during 08-09:

( Note: Outcome(s) listed on Program Outcomes Assessment Plan document located at Provost website: http://www.sinclair.edu/administrative/vpi/pdreview/index.cfm)

Use the critique process for presenting and developing fine art portfolios and exhibitions in a professional manner.

Program outcome(s) for which data are being collected this year (09-10):

( Note: Outcome(s) listed on Program Outcomes Assessment Plan document located at Provost website: http://www.sinclair.edu/administrative/vpi/pdreview/index.cfm)

Demonstrate the use of basic artistic vocabulary and visual literacy through testing.

Directions:

This annual update has been designed so that a one-page program review update is provided by each department on an annual basis, in conjunction with the Departmental Program Review process.

The program outcome(s) were identified by department chairs as being those under study each year. Please note the following schedule:

Program Outcomes

Demonstrate a working knowledge of art and history through critical thinking.

Solve visual and technical problems in several media and promote the development of good craftsmanship through evaluations within each class/studio based on the student’s own work.

Use the critique process for presenting and developing fine art portfolios and exhibitions in a professional manner.

06-07

Direct measure data are collected

ART 231, ART 232,

ART 233

07-08

Direct measure data are analyzed


ART 216, ART 217

Demonstrate the use of basic artistic vocabulary and visual literacy through testing.

08-09

Document

improvements


09-10

Document

improvements

10-11


ART 235, ART 236


ART 195


Direct measure data are collected

ART 101, ART

102

Document

improvements


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Please e-mail this completed form to angie.didier@sinclair.edu

by December 18,

2009. Thank you.

Please list noteworthy changes in the data set from last year:

- Cost per FTE rose slightly from $3,532 in FY 2006-07 (Actual) to $3,696 in FY

2007-08 (Actual) with a FY 2008-09 (Projection) set at $3764. This represents an Annualized change of 5.1%.

- FTE per full-time faculty for FY 2007-08 (Actual) was 37 with a FY 2008-09

(Projection) of 43. This projection is consistent with FY 2003-04 (Actual) of 43.

- Full-time Faculty Ratio (Actual) showed a decrease from Fall 2006 (53.0%) to

Fall 2007 (46.8%). Data for Fall 2008 was not included in the Office of Budget and Analysis report.

- Part-time Faculty Ratio (Actual) showed an increase from Fall 2006 (47.0%) to

Fall 2007 (53.2%). Data for Fall 2008 was not included in the Office of Budget and Analysis report.

- During the 2008-09 academic year, 9 short-term certificates and 14 degrees were awarded to ART students. This represents a slight decrease from the

2007-08 academic year in which 30 degrees/certificates were awarded. During academic year 2008-09, the following degree/certificate programs were awarded (Note: Number of degrees/certificates completed appears in parentheses): ART.AA (12); ART.WSU.AA (2); ARTSM.STC (1); DRWG.STC

(4); PHOT.STC (4). In comparison, the following degree/certificate programs were completed during the 2007-08 academic year: ART.AA (11);

ART.WSU.AA (2); CSTC.STC (1); DRWG.STC (6); PHOT.STC (10).

- Seat count for FY 2008-09 was 5,528. This represents an increase from the

FY 2007-08 seat count of 5,327.

- Seat count for ART 101 during FY 2008-09 was 1090. This represents a slight decrease from the FY 2007-08 seat count of 1,175. During FY 2005-06, seat count was reported as 960.

- Seat count for ART 102 during FY 2008-09 was 341. This represents a slight decrease from the FY 2007-08 seat count of 350. During FY 2005-06, seat count was reported as 240.

- Seat count for ART 107 during FY 2008-09 was 144. This represents an increase from the FY 2007-08 seat count of 126.


- Seat count for ART 111 during FY 2008-09 was 448. This represents an

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increase from the FY 2007-08 seat count of 405.


- Seat count for ART 113 during FY 2008-09 was 49. This represents a decrease from the FY 2007-08 seat count of 56.





- Seat count for ART 161 during FY 2008-09 was 216. This represents a decrease from the FY 2007-08 seat count of 248.



- Seat count for ART 232 during FY 2008-09 was 103. This represents a slight decrease from the FY 2007-08 seat count of 103.


- Seat count for ART 235 during FY 2008-09 remained stable at 161. This represents a slight decrease from the FY 2007-08 seat count of 162. During FY

2005-06, seat count was reported as 87.

- Seat count for ART 236 during FY 2008-09 was 55. This represents a definite increase from the FY 2007-08 seat count of 0. During FY 2006-07 the seat count was 11. The increase in enrollment may be explained by the development of the new online ART 236 course that launched during Winter Quarter 2009.

Please list the actions and/or improvement priorities underway from the most recent program review recommendations:

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Department/Program Review, 2006-07:



Because mathematics is a stumbling block for many art students, pursue with the Mathematics Department the possibility of teaching sections of selected courses using approaches that would appeal to visual learners.

In response, Kelly Joslin, Chairperson, Art Department, began working collaboratively with Kathleen Cleary, former Chairperson, Theatre & Dance, and

Mathematics Department faculty members Kay Cornelius and Marie Stroh to develop a MAT 102 course that incorporates alternative teaching approaches that take into consideration the needs and interests of visual learners. Kelly and

Kathleen wrote a proposal to receive Learning Challenge Grant funding for their

Math for Artists: Increasing Student Success in Gatekeeper Courses . Provost

Council approved the proposal in December 2007. Mathematics faculty member

Ed Gallo joined the team and is now working with the team.

The first MAT 102, “Math For Artists” course was offered Fall 2008; however, due to low enrollment, the course was cancelled. Mathematics Chairperson,

Tony Ponder, and Mathematics faculty communicated with Kelly Joslin regarding offering the course again during Winter 2009.

A second attempt was m ade to pilot the MAT 102 “Math for Artists” course during Winter Quarter 2009. Again, Kathleen Cleary and Kelly Joslin met with

Tony Ponder to identify the most suitable course meeting days and times. Prior to the start of Winter Quarter 2009, Kelly prepared a flyer announcing MAT 102

“Math for Artists.” The flyer was distributed to Art and Theatre majors as well as

Academic Advisors, Sheila Magnuson and Dodie Munn. Once again, low enrollment on the part of Art and Theatre majors resulted in course cancellation.

During Winter Quarter 2009, Kelly consulted with Tony Ponder regarding offering MAT 102 “Math for Artists” again during Spring Quarter 2009. As a means to make the course available to a greater number of prospective students, Tony suggested lifting the Art and Theatre major restriction. Tony further suggested the new course section be identified as “Math for Visual

Learners.” Students, regardless of major, could self-identify as visual learners and enroll in the course.

With these changes in place, the pilot MAT 102 “Math for Visual Learners” course successfully launched during Spring Quarter 2009.

Initially, MAT 102 for Artists was intended to consist of a cohort comprised solely of Art and Theatre majors. The cohort would serve as a type of “Learning

Community” with group work in the classroom environment and at weekly “study table” sessions outside of the classroom environment. It was hoped the cohort would function as a peer-based support system for Art and Theatre majors.

However, opening the course to students with a variety of majors and disparate

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schedules made the “study table” concept less practical to facilitate.

To enhance student learning, additional lab time was included in the MAT 102

“Math for Visual Learners” course design. The integrated lab time affords students additional opportunities to interact with the faculty member which, in turn, may help the students more readily master important Mathematics concepts.

During Spring Quarter 2009, the following student majors are represented in the

MAT 102 “Math for Visual Learners” pilot course:



Ohio Transfer Module (4)



Civil Engineering Technology

– AAS (1)



Accounting – AAS (1)



Early Childhood Education

– AAS (1)



Liberal Arts & Sciences

– AA (1)

While the pilot course appeared to be successful, the relatively low enrollment caused Mathematics Department Chairperson, Tony Ponder, to omit the course section from the Fall 2009 schedule.

 Increase completion rates in the department’s degree/certificate programs. In conjunction with RAR, conduct research on why students are not completing the programs and identify ways to help more students finish program requirements.

Since the Art Depa rtment’s A.A. degree program is intended to lead, by transfer, to baccalaureate degree programs, some students opt to transfer to four-year colleges, universities, or stand-alone art schools before completing the requirements to earn the A.A. degree from Sinclair. Graduating Student Surveys conducted by the Art Department each Spring for the department’s National

Association of Schools of Art and Design (NASAD) accreditation indicate

Mathematics serves as the greatest obstacle to program completion for many students. It is hoped the department’s collaboration with the Theatre & Dance and Mathematics Departments to develop an approach to teaching MAT 102 in a manner more conducive to the learning style of visual learners will serve to increase the number of students who successfully complete the Art

Department’s A.A. degree program.

In addition, department faculty have worked more actively to encourage students to complete the A.A. degree program prior to transfer.



Review the arts administration program and determine what revisions to this program, if any, are needed to update and refresh the curriculum .

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Due to the low number of students completing the Arts Administration certificate program, the program was deactivated via CMT during the 2006-2007 academic year.

The one remaining student enrolled in the Arts Administration certificate program worked with Kelly Joslin, Art Department Chairperson, to facilitate her successful completion of the program during Spring Quarter 2009.



Explore options for additional space and/or alternative uses of existing space in order to support growth in high priority areas.

Consider opportunities for offering more sections of selected classes off campus.

The Art Department continues to investigate additional space and/or alternative uses of existing space to support growth in high priority areas. While a shortage of studio space remains a concern, the department is experiencing growth in its online course offerings. These courses do not require the use of additional classroom/studio space.

The Department Chairperson, Kelly Joslin met with Woody Woodruff and Chris

Tomlinson of Facilities during Fall Quarter 2009 to examine potential expansion opportunities in Building 13.



Explore opportunities to offer continuing education for working artists, including workshops and courses that deal with business practices for working artists.

The Art Department maintains annual membership with The Dayton Visual Arts

Center (DVAC). DVAC provides ongoing workshops and courses dealing with business practices for working artists. The Art Department’s faculty and professional staff currently work collaboratively with DVAC by serving on committees, participating in exhibitions, and presenting workshops.

The Department Chairperson, Kelly Joslin will continue to work collaboratively with DVAC Director, Jane Black, to identify additional ways in which the department may further assist the community’s working artists.



Increase the visibility of the Art Department on campus, and develop creative strategies for articulating and sharing the learning that is accomplished through the arts.

The Art Department advertises monthly exhibitions of its galleries and receptions through the creation and distribution of show cards and email announcements. Exhibitions are also advertised in local newspapers.

The Art Department has also begun to produce and distribute announcement cards for its Spring and Holiday Student Art Sales. The Art Department

1/22/08 6

publishes and distributes an annual electronic newsletter during Spring Quarter to highlight department, faculty, and student activities/achievements. As a means to promote “green” initiative, the newsletter is distributed electronically on-campus and off-campus to area arts organizations. The newsletter has also become a permanent fixture on the Art Department’s official web site.

 Promote the department’s NASAD accreditation more widely.

As a means to promote the department’s NASAD accreditation more widely, the

Department Chairperson has revised/updated the department’s web site to include specific information regarding its NASAD accreditation. Prior to the recent revisions, no mention of the NASAD accreditation appeared on the depart ment’s web site.

NASAD accreditation information is also featured on flyers that are distributed to prospective students at local College Information and Career Fairs.

 Review the department’s curriculum, deleting courses that are not offered frequently and/or courses that attract few students.

The Department Chairperson regularly reviews the department’s curriculum and deactivates courses/certificate programs as necessary.

Program outcome(s)--data collected in 07-08

What actions/improvements are underway as a result of your data analysis?



Program Outcome: Solve visual and technical problems in several media and promote the development of good craftsmanship through ev aluations within each class/studio based on the student’s own work.

How have you analyzed the data collected? What did you find? Describe the results obtained.

Assessment is embedded in the ART 216, Life Drawing & Anatomy I, and ART

217, Art Drawing & Anatomy II courses. Students enrolled in ART 216 and ART

217 complete a series of drawings that are assessed by the faculty member on a weekly basis throughout the quarter. At the end of the quarter, the faculty member reviews and evaluates each student’s portfolio to determine the degree to which the student has met each course’s associated program outcome.

Direct measure data were collected during 2007-08 for ART 216 and ART 217.

As a means to assess ART 216 and ART 217 student skill development, faculty member, Mark Echtner, collected the following materials from each student on a weekly basis during Fall 2007, Winter 2008, and Spring 2008: 1 homework drawing; a sample of drawings completed in class. At the end of each quarter,

1/22/08 7

Mark collected a portfolio of all homework drawings for final critique.

Mark required each student to maintain a dedicated sketchbook in which he/she drew body parts – head & neck; arm & hand; leg & foot; torso. Mark asked each student to critically review his/her drawings and determine which body part presented the greatest challenge. After identifying the most challenging body part, students were asked to continue the sketchbook focusing solely on the challenging body part. This practice helps students improve and further develop the level of drawing required to appropriately render the body part in question.

Mark reviewed each student’s sketchbook on a regular basis as a means to assess progress.

Mark required each student to critically review his/her portfolio of in-class drawings and select 10 of the best drawings for inclusion in a final portfolio.

Final portfolio drawings must include body parts, line & tone, bones & muscles, the whole figure in proportion, the most compositionally strong drawing, and best overall drawing. Mark required students to formally present their work to the class for a final critique.

After carefully assessing student work during the course of the study, Mark determined the homework drawings revealed students were not fully grasping a sense of the figure as a whole. They were much more focused on its individual parts. As a result, Mark developed a new assignment that he now requires his

ART 216 and ART 217 students to complete. The new assignment requires students to create drawings in which they must focus on rendering the figure in totality. This drawing assignment is completed independently outside of class and must be submitted as a fully developed drawing.

Mark Echtner continues to evaluate student portfolios and adjusts assignments as necessary to ensure successful outcome completion.

Program outcome(s)--data collected in 08-09

How have you analyzed the data collected? What did you find? Describe the results obtained.



Program Outcome: Use the critique process for presenting and developing fine art portfolios and exhibitions in a professional manner.

For the outcome(s) currently under study (for 08-09 outcomes), what evidence and process do you plan to use to determine the extent to which this/these program outcome(s) have been met?

Assessment is embedded in the ART 195, Portfolio Development in Fine Arts course. Students enrolled in ART 195 work with a faculty member to build a formal artist’s portfolio, learn to properly mat and frame their work for exhibition

1/22/08 8

purposes, write an artist’s statement and resume, and document their work digitally. At the end of the quarter, the faculty member reviews and evaluates each student’s portfolio and written work to determine the degree to which the student has met the associated program outcome.

Faculty member, Bridgette Bogle, developed two survey documents that she distributes to ART 195 students during the first and final class sessions. The survey documents allow students to self-report as they answer open-ended questions regarding their course experiences.

Based on examination of student feedback, Bridgette determined it would be beneficial to provide ART 195 students with more examples of actual portfolios.

Feedback and examination of students’ artist statements indicates providing students with additional examples of artist statements – both good and bad – would be helpful. Bridgette created a resource-rich ANGEL course webenhancement to provide students with greater access to course content.

Program outcome(s) —data collected for 09-10

For the outcome(s) currently under study (for 09-10 outcomes), what evidence and process do you plan to use to determine the extent to which this/these program outcome(s) have been met?



Program Outcome: Demonstrate the use of basic artistic vocabulary and visual literacy through testing.

Student quiz/exam scores will be collected and examined in aggregate for ART

101 and ART 102 in both traditional classroom-based and online course sections. Evaluation of students’ final papers – Critique Paper (ART 101) and

Research Paper (ART 102)

– will also be used as a means to determine the degree to which students are successfully demonstrating basic artistic vocabulary and visual literacy.

Note: Next year, you will be asked to describe the analysis (09-10 outcomes), and actions/improvements underway (08-09 outcomes).

General Education

Describe any general education changes/improvements in your program/department during this past academic year (08-09).

One general education change/improvement during academic year 08-09 was the creation of a resource-rich ANGEL course web-enhancement for ART 195.

This resource not only provides students with relevant resources, but, more importantly, requires students to utilize computer literacy as they access courserelated information and communicate with the instructor.

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Program/Department Annual Update 2009-10

Program/Department Annual Update

2009-10

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