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ASSESSMENT: ART PROGRAM 2014-2015
What assessments are being done?
Art Program student-learning outcomes (SLO) are assessed through critiques in studio courses, examination of student process work,
evaluations of final studio projects, and evaluations of written work in art history courses. Professors in the Art Program perform
individual course assessments, evaluating the objectives of courses based on common criteria. Evidence of instructional merit is gathered
from several sources: 1) The sum of individual student in-class performances (projects and portfolios) 2) Outcomes of examinations and
quizzes, 3) Outcomes of written essays and papers, and 4) Student performance in class critiques.
How do the results influence decisions in curriculum and teaching?
Instructors create and adapt individual assignments according to their approach to resolving course objectives. Course objectives are
standardized for each course; for example, although there may be 3 professors teaching Introduction to Drawing in a given semester,
the objectives are common to all syllabi. It is the instructor’s decision to adapt assignments to suit the particular student group in their
class. At the close of the semester, faculty group meetings are held to discuss performances and outcomes of common classes and
subjects within a related discipline. The Program Coordinator reviews course assessments. The department assessment team uses the
assessments to understand the curricular effectiveness as a whole.
Assessment of Student Learning – Program Level Assessment– Art Program 2014-2015
The paramount goal is to produce students who are able to function in the arts environment through the creation of artworks for both
public and private venues. To this end, the objectives of the program are: Students will synthesize visual art disciplines and
communicate ideas though art form; demonstrate ability to collaborate effectively among student artists and designers; demonstrate
strong conceptual thinking and aesthetic awareness; demonstrate understanding of the role of art and design in contemporary culture
and throughout history; and demonstrate marketable artistic skills.
Learning Goals: Studio
Art & Photography
The paramount goal is
to produce students
who are able to
function in the arts
environment through
the creation of artworks
for both public and
private venues. All
Learning Process:
Studio Art &
Photography
Instructors present the
core foundation in
conceptual thinking,
basic drawing and
design skills in firstyear courses.
Following this
foundation, the
Direct and
Indirect
Measures
Critiques.
Students must
demonstrate
understanding
of art theory
through group
critiques as well
as through
Outcomes/Results
Possible Reason
or Hypothesis
Action Taken
Visual literacy is
strong in most
students, reflected in
quality of work in
individual portfolios.
Level of sophistication
in concepts is good
among students in
Aspects of
cross-discipline
work are
introduced in
the junior and
senior level
classes.
However, the
Advising
focused on final
year outcomes.
All students
enrolled in the
Studio Art BA
degree will be
made aware of
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students will have solid
conceptual thinking and
critical reasoning skills
as well as a strong
grasp of the elements of
design; these skills will
enable them to flourish
in a variety of working
environments, through
changing economies
and in differing cultural
contexts.
sophomore year is
geared to exposure to
several basic artistic
disciplines, both twodimensional, threedimensional, and
digital media-based.
revision of
assignments
based upon
critical
response.
Senior level
Interdisciplinary Art
students.
Understanding of the
meaning of
Interdisciplinary Art
clear for most students
mid-program.
technical focus
on new
disciplines is
emphasized in
freshman,
sophomore, and
junior level
classes. The
developed
awareness of
interdisciplinary
approaches
seems to come
from concepts
introduced in
the art history
courses.
the content of
the final
courses; they
can then
understand the
synthesis toward
which their
various courses
are headed. This
is accomplished
though the
identification of
studio art
majors, and
personal
advising during
the first years of
the program.
Additionally,
program-wide
workshops,
guest lectures,
and field trips
build a
community
between the
freshman
students and
those heading
into graduation.
Specific Objectives:
Studio Art &
Photography
concentrations
Learning Process:
Studio Art &
Photography
concentrations
Direct and
Indirect
Measures for
concentrations
Outcomes/Results for
concentrations
Possible Reason
or Hypothesis
Action Taken
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Objective: Students will
demonstrate an
understanding of design
principles through the
creation of artworks
and written and oral
discourse on the arts.
The studio courses are
augmented with art
history, art theory, and
the development of
critiquing skills in
both studio and lecture
courses. Midcurriculum courses
help students to refine
and focus their
technical and
conceptual interests.
The sophomore and
junior level studio
courses focus on both
diversifying skills and
sharpening skill sets
with particular artistic
techniques.
Demonstration
of the
understanding
of assignment
objectives
through
production of
artwork.
Instructor
individually
evaluates each
assignment, and
collective work
is evaluated
through end-ofterm portfolio
review.
Finished student
products are often
varied in quality. Many
students need great
amounts of instructor
input to help guide
projects to completion,
indicating a need to
focus on individual
critical self-analysis.
Lack of
confidencebuilding critique
methods.
Proactive
critique styles
are being
incorporated
into all studio
and lecture
courses,
requiring both
written and
verbal selfanalysis at
critical junctures
in each course.
The content of
introductory
courses, in
particular, is
standardized,
with a focus on
aesthetics during
critique.
Objective: Students will
synthesize visual art
disciplines and
communicate ideas
though art form.
Senior level courses
bring together students
with different areas of
technical expertise,
and unite them in
Interdisciplinary
studio courses. This
year of classes
promotes
collaboration,
employment training
and interview skills.
Quizzes and
exams in
courses
requiring the
use of
vocabulary,
historical
insight, and
design
principles as
applied to the
area of art
studied.
Majority of students
demonstrate the ability
to apply historical
knowledge to art
production. Others
have a weaker
understanding of the
meaning of history and
style within the context
of creating artwork.
Some students lacking
strong writing skills
and verbal expression
of ideas.
Introduction of
studio-style
projects into
theory and
history classes
helps to
integrate
knowledge of
theory with
practical
application. The
higher the point
value assigned
to such projects,
Writing and
verbal analysis
are now
incorporated
into studio
courses as well
as lecture
courses. Art
production
elements will
continue to be
incorporated
into assignments
for lecture
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Objective: Demonstrate
ability to collaborate
effectively among
student artists and
designers
Students are involved
in the capstone
Interdisciplinary Art
class, where they must
complete assignments
that incorporate at
least two disciplines.
Additionally, students
work in partnerships to
complete these tasks.
Objective:
Demonstrating
conceptual thinking and
aesthetic awareness
Students take a
gateway Visual
Thinking course to
learn visual literacy
skills and conceptual
thinking skills.
Course content
that includes the
creation of art
with an eye for
interdisciplinary
connection:
assignments
concerning
personal
narrative, social
engagement,
and visual
storytelling.
Final collection
of 20
assignments
demonstrates
level of
understanding
and conceptual
strength.
100% of students grasp
the concept of mixed
media; the professor
guides the
development of truly
interdisciplinary work
to ensure that
interdisciplinary
criteria is met.
Visual literacy is most
clearly understood
through collections of
Gestalt principles and
identification/creation
of signs and symbols.
Conceptual strength is
evidenced through
assignments related to
non-traditional
materials and
exploration of visual
metaphor. Threequarters of the students
exhibit a measure of
skill in this regard
the greater the
student
demonstration
of historical
style and
knowledge of
aesthetic theory.
Some students
have media
preferences and
prejudices and
tend to shy
away from
experimentation
or collaboration
unless it is a
requirement for
an assignment.
classes when
possible, with a
focus on
experiential
learning.
Students are
typically more
accustomed to
call-andresponse
methods of
instruction.
They essentially
have to be rewired for
critical thinking
in the visual
sphere, which is
not easily
accomplished if
they have not
The Visual
Thinking course
will remain a
gateway course
for all students,
maintaining
crucial
assignments
related to visual
metaphor, visual
storytelling,
signs and
symbols, and the
understanding of
visual
Having students
define
Interdisciplinary
art in written
context as well
as
demonstrating
knowledge
through the
creation of
artwork.
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Objective: Students
demonstrate
understanding of the
role of art and design in
contemporary culture
and throughout history.
Students attend local
exhibitions and write
critical analysis of the
works.
Field trips to
local museums
and galleries, as
well as lectures
to expose
students to art
trends.
Students demonstrate
marketable artistic
skills
Student exhibitions
and gallery
preparation/advertising
assignments.
Students exhibit
their design
work in a
gallery setting
for the annual
student art
show, and
awards of merit
are given.
Learning Goals:
Graphic Design
concentration
Learning Process:
Graphic Design
concentration
Direct and
Indirect
Measures for
concentration
been exposed in
some way to
alternative
methods of
learning.
Students have
Integrated
knowledge of local
learning takes
venues and avenues to place during
discovering art exhibits field trips to see
and events of interest.
art in the public
sphere.
innovation and
visual cliché.
Universal participation
in the art show
evidences enthusiasm
for the sharing of art
ideas and art product.
We are
expanding the
venues where
our student
present
completed
artwork. We
have located
two local
resources where
students will be
able to display
group work
publicly,
starting in late
2016.
Outcomes/Results for
concentration
Idea, execution,
and presentation
come together
during
collective art
shows. Students
are able to see
their work
clearly in
relation to the
work of others.
Possible Reason
or Hypothesis
Continue to
utilize local
resources for
class and
program trips.
Action Taken
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Students will gain an
understanding of
fundamental design
principles, the
flexibility to adapt to
changing design
trends, and facility
with industrystandard
technological skills.
Students will have
solid conceptual
thinking and critical
reasoning skills.
Students will have
an understanding of
graphic design as an
art form, with an
understanding of the
history that preceded
the contemporary
design world.
The learning
process begins with
training in
conceptual thinking
skills, basic
drawing and design
skills, and an
introduction to the
technology that
students will use
throughout their
education. This
foundation is
augmented with
focused graphic
design history, the
development of
critiquing skills,
and exposure to
various formats of
design
construction. Later
instruction focuses
on understanding
design within the
wider historical
context of art and
the development of
an entry-level
design portfolio.
Critiques.
Students must
demonstrate
understanding
of design theory
through group
critiques as well
as through
revision of
assignments
based upon
critical
response.
Visual literacy is
increased in most
students, reflected in
progressive growth in
individual portfolios.
Some students develop
an aptitude for visual
literacy sooner than
others, with more
visible demonstration
of understanding in
portfolio work.
The curriculum is
structured in a
layered,
progressive
manner. Students
who follow the
prescribed
sequence of
courses are well
equipped to tackle
new challenges in
each successive
course.
Proper advising of
all students
following the
curriculum.
Having all Graphic
Design advisors
follow guidelines
for steering students
through the proper
sequence of classes.
Specific Objectives:
Graphic Design
concentration
Learning Process:
Graphic Design
concentration
Direct and
Indirect
Measures for
concentration
Outcomes/Results for
concentration
Possible Reason
or Hypothesis
Action Taken
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Objective: Students
will synthesize
visual art disciplines
and communicate
ideas though art
form.
Students take
courses in Digital
design as well as
traditional courses
in Drawing,
Design, and Color.
The focus is in
developing wellrounded critical
thinkers and
designers with
skills to adapt to
changing
technologies.
Objective: Students
will demonstrate an
understanding of
design principles
through the creation
of artworks and
written and oral
discourse on the arts.
All students take a
course in the
History of Graphic
Design, which
includes writing
intensive
components as well
as vocabulary.
Objective:
Demonstrating
All students take
Visual Thinking
Demonstration
of the
understanding
of assignment
objectives
through
production of
design work.
Each
assignment is
individually
evaluated by
instructor, and
collective work
is evaluated
through end-ofterm portfolio
review,
Quizzes and
exams in all
courses
requiring the
use of
vocabulary,
historical
insight, and
design
principles as
applied to the
area of design
studied.
The student products
are often varied in
quality, ranging from
near-professional
quality from
sophomore level
students, to poorly
designed work
occasionally coming
from senior students.
Students taking
courses out of
sequence.
Students not
gaining a sense of
the importance of
critiques due to
differing critique
styles of different
professors or
certain projects
being critiqued
individually and
not with a group
focus.
Inviting fellow
professors to join in
critiques for projects
in courses taught by
other faculty.
Suggesting critique
methods across the
program.
Some students are
better able to apply
historical knowledge to
actual design product.
Others have a weaker
understanding of the
meaning of history and
style within the context
of creating design
work. Many students
lacking strong writing
and editing skills.
Including historical
design styles as
points of reference
for individual
projects in Junior
and Senior level
classes.
Initial class
notebook of 20
Students within the
major complete the
Open-admissions
policy results in
differing
intellectual
capabilities of
students, often
radically differing
work ethic.
Students not
sensing the
importance of an
art-historical
context of the
work they
produce due to
narrow reference
Students often
enter with the
Visual Thinking
remains a
8
conceptual thinking
and aesthetic
awareness
course. Lessons
from this course,
specifically on
ideation and
thumbnail
sketching, are
repeated in all
subsequent studio
courses.
Objective: Students
demonstrate
understanding of the
role of art and design
in contemporary
culture and
throughout history.
All students take
History of Graphic
Design course as
well as two World
Art History
courses.
Objective: Students
demonstrate
marketable artistic
skills
All students
participate in a
Practicum course as
well as a Senior
Portfolio course.
distinct
assignments on
conceptual
thinking. For
studio classes,
components of
each studio
assignment are
evaluated on
conceptual
merit and
clarity.
Writing
assignments and
field trips focus
on the merging
of design and
history.
Students work
on design
assignments
with clients in a
real-world
setting, with
budgets, client
specifications,
and deadlines.
Students revise
prior work to
gain insight into
professional
design
standards.
conceptual thinking
assignments with an
average success rate of
80%.
belief that design
is primarily
evaluated on style.
After taking
Visual Thinking,
students become
increasingly
aware of the
significance of
conceptual
assignments.
requirement for all
graphic design
students, and is
mandatory for all
students transferring
in from other
institutions as well.
Student scores on
design vocabulary
indicate high
understanding of
vocabulary terms and
their application. No
concerns in term
comprehension in
higher-level classes.
Many students are
working on
professional-level
design assignments by
their Junior year. To
contrast, some students
in the practicum course
demonstrate low levels
of understanding basic
design principles.
Students have some
success in entering into
professional design
careers.
Consistent
(weekly)
vocabulary
assessment and
midterm/final
vocabulary
assessment to
reinforce
knowledge.
Effectiveness of
Practicum and
Portfolio courses.
Having proper
exposure to the
design software
currently used in
the design field.
Some students
need coaching on
what constitutes
“professionallevel” design.
Elements of
vocabulary
comprehension
continued in all
graphic design
studio courses.
Inviting guest
lecturers for
critiques and
workshops,
exposing students to
contemporary
design trends
through publications
available within the
program. Though
there are success
stories, more could
be achieved through
job-placement or
career services as
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Objective:
Demonstrate ability
to collaborate
effectively among
student artists and
designers
Students work
collaboratively in
Practicum classes.
Additionally, all
graphic design
students are
encouraged to
participate in
annual student art
and design
exhibition.
Students focus
on presentation,
résumé, and
interview skills.
Students work
in competitive
groups to create
original designs.
Students exhibit
their design
work in a
gallery setting
alongside the
Fine Arts, and
awards of merit
are given.
well as alumni
relations.
Cross-disciplinary
dialogue evidences the
understanding of
design as an art
aptitude.
Modest size of the
Art and Design
program (and
proximity of
learning areas)
encourages
collegiality among
students
Individual awards
specifically for
Graphic Design
students should be a
part of all student art
shows. Scholarships
should be available
for both Graphic
Design and Fine Art
students.
The Art Program Coordinator maintains all data and records relating to student advising and academic progress. During advising, students respond
to inquiry regarding specific courses taken in recent semesters.