Sinclair Community College
Program/Department Annual Update
2008-09
Program: Art
Chairperson: Kelly Joslin
Dean: Dr. Kathleen Cleary
Date: 03/02/09
Program outcome(s) for which data were collected during 07-08:
(Note: Outcome(s) listed on Program Outcomes Assessment Plan document located at Provost website:
http://www.sinclair.edu/administrative/vpi/pdreview/index.cfm)
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.
Program outcome(s) for which data are being collected this year (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.
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
06-07
07-08
08-09
Demonstrate
a
working
knowledge of art and history
through critical thinking.
Direct measure data
are collected
ART 231, ART 232,
ART 233
Direct measure data
are analyzed
Document
improvements
Direct measure data
are collected
ART 216, ART 217
Direct measure
data are analyzed
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.
Direct measure
data are collected
ART 195
09-10
Direct measure data
are collected
ART 235, ART 236
Document
improvements
Direct measure
data are analyzed
Direct measure
data are
collected
ART 101, ART
102
Demonstrate the use of basic
artistic vocabulary and visual
literacy through testing.
1/22/08
10-11
Document
improvements
Direct measure data
are analyzed
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Please e-mail this completed form to angie.didier@sinclair.edu by March 3, 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 to $3,696 in FY 200708.
- FTE per full-time faculty remained unchanged at 37 from FY 2006-07 to FY
2007-08.
- Full-time Faculty Ratio (Actual) showed a decrease from Fall 2006 (53.0%) to
Fall 2007 (46.8%).
- Part-time Faculty Ratio (Actual) showed an increase from Fall 2006 (47.0%) to
Fall 2007 (53.2%).
- During the 2007-08 academic year, 30 degrees/certificates were awarded to
ART students. This represents a slight increase from the 2006-07 academic
year in which 25 degrees/certificates were awarded. During academic year
2007-08, the following degree/certificate programs were awarded (Note:
Number of degrees/certificates completed appears in parentheses): ART.AA
(11); ART.WSU.AA (2); CSTC.STC (1); DRWG.STC (6); PHOT.STC (10). In
comparison, the following degree/certificate programs were completed during
the 2006-07 academic year: ART.AA (16); ARTSM.STC (1); DRWG.STC (1);
PHOT.STC (7).
- Total Average Class Size (ACS) for 2007-08 was 16.33 (Projected Total:
18.30). At 17.47, Winter 2008 serves as the quarter in which Actual ACS was
closest to the Projected ACS of 18.32. Total On Campus and Off Campus
Combined Registrations were 5,216.00 (Projected Total: 5,233.00). Total On
Campus and Off Campus Combined Sections were 319.50 (Projected Total:
286.00).
- Seat count for FY 2007-08 was 5327. This represents an increase from the FY
2006-07 seat count of 5235.
- Seat count for ART 101 during FY 2007-08 was 1175. This represents an
increase from the FY 2006-07 seat count of 1059. During FY 2005-06, seat
count was reported as 960.
- Seat count for ART 102 during FY 2007-08 was 350. This represents an
increase from the FY 2006-07 seat count of 272. During FY 2005-06, seat count
was reported as 240.
-Seat count for ART 235 during FY 2007-08 was 162. This represents an
increase from the FY 2006-07 seat count of 99. During FY 2005-06, seat count
was reported as 87.
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2
- The Sinclair Community College Top 45 Report: Grade Distribution of Top 45
Courses by Enrollment, Summer 2007-Spring 2008 shows ART 101, Art
Appreciation – Introduction to Art had an 82.8% success rate during FY 200708. This is a slight increase over the 80.3% success rate reported for FY 200607.
Please list the actions and/or improvement priorities underway from the
most recent program review recommendations:
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.
 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 Department’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
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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.
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.
 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.
 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
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4
cards for its Spring and Holiday Student Art Sales. The Art Department
publishes and distributes an annual electronic newsletter during Spring Quarter
to highlight department, faculty, and student activities/achievements. The
newsletter is distributed electronically on-campus and off-campus to area arts
organizations.
 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
department’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 06-07

Program Outcome: Demonstrate a working knowledge of art and history
through critical thinking.
What actions/improvements are underway as a result of your data
analysis?
During Fall Quarter 2006, Department Chair, Kelly Joslin, and Art History/Art
Appreciation faculty members, Kay Koeninger and Nancy Mitchell created Preand Post-Test Assessment Tools for the department’s Art History survey
courses—ART 231, Art of the Ancient World; ART 232, Art of the Medieval &
Renaissance Worlds; ART 233, Art of the Modern World. The Pre- and PostTest Assessment tools would help the Art Department determine whether or not
students were demonstrating a working knowledge of art and the history of art
at the conclusion of their course of study.
During Winter Quarter 2007 and Spring Quarter 2007, Pre- and Post-Test
Assessment Tools were administered to students enrolled in Art History survey
courses—ART 231, Art of the Ancient World; ART 232, Art of the Medieval &
Renaissance Worlds; ART 233, Art of the Modern World.
During Fall Quarter 2007, Pre- and Post-Test Assessment Tools for each Winter
Quarter and Spring Quarter Art History survey course were individually scored.
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The resulting scores were then combined to obtain aggregate scores for each
course. Aggregate scores were converted to percentages. These percentages
were then compared to determine if Post-Test scores were higher than Pre-Test
scores. Analysis of the data revealed the following:
WINTER QUARTER 2007
ART 231:
Pre-Test Aggregate Score: 48%
Post-Test Aggregate: 69%
Difference: 21%
ART 232:
Pre-Test Aggregate Score: 39%
Post-Test Aggregate: 69%
Difference: 30%
ART 233:
Pre-Test Aggregate Score: 41%
Post-Test Aggregate: 62%
Difference: 21%
SPRING QUARTER 2007
ART 231:
Pre-Test Aggregate Score: 56%
Post-Test Aggregate: 78%
Difference: 22%
ART 232:
Pre-Test Aggregate Score: 55%
Post-Test Aggregate: 57%
Difference: 2%
NOTE: 3 students failed to complete the second side of the Post-Test
Assessment Tool.
ART 233:
Pre-Test Aggregate Score: 46%
Post-Test Aggregate: 80%
Difference: 34%
In all cases, the Post-Test Aggregate percentages are higher than the Pre-Test
Aggregate percentages. This suggests students are making gains in terms of
their knowledge of Art and Art History during the course of their Art History
studies.
In December 2008, the ART 231, ART 232, and ART 233 Art History survey
courses were granted OBR TAG approval for OAH005. Prior to obtaining this
approval, critical thinking/problem solving activities in exams were clarified in
the course syllabi and a formally written Compare/Contrast Paper in which
students utilize critical thinking skills was added as an additional course
requirement. Assessment methods and performance criteria was also clarified
and aligned across the Art History survey courses.
Program outcome(s)--data collected in 07-08

Program Outcome: Solve visual and technical problems in several
media and promote the development of good craftsmanship through
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evaluations 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,
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.
Note: Next year, you will be asked to describe the analysis (07-08 outcomes), and
actions/improvements underway (06-07 outcomes).
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Program outcome(s)—data collected for 08-09

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
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.
Note: Next year, you will be asked to describe the analysis (08-09 outcomes), and
actions/improvements underway (07-08 outcomes).
General Education
Describe any general education changes/improvements in your
program/department during this past academic year (07-08).
As stated earlier in the Program/Department Annual Update, ART 231, ART
232, and ART 233 Art History survey courses were granted OBR TAG approval
for OAH005 during December 2008. Prior to obtaining OBR TAG approval,
critical thinking activities in ART 231, ART 232, and ART 233 course exams
were clarified in the course syllabi and a formally written Compare/Contrast
Paper requiring critical thinking skills was developed as a means to further
enhance the general education Critical Thinking/Problem Solving requirements
associated with the Art History survey courses. Assessment methods and
performance criteria were further clarified and aligned across the courses to
create greater standardization.
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