Program Review
Department:
Last Review:
Current Year:
Preparers’ Names:
Art Department
2005
2011/12
Rachel Lazo
SUMMARY OF DEPARTMENT/PROGRAM
1. Summary of Program
Provide a brief summary of your program. Assume the reader does not know anything
about it. Your explanation should include a brief history and a discussion of any
factors that have been important to the program’s development. Please explain the
purpose of your program, what students you serve, what services you provide, and
why these services are valuable.
Every human-made object around us is a result of a process of design. Artists created
the buildings we live and work in, the clothes we wear, the cars we drive, the chairs
we sit in, the smart phones we use, the advertisements that compel us, signs that
communicate with us, the pens we write with, and the artwork that makes us ponder.
The goal of the EVC Art Department is to provide a foundation of technical skills,
to encourage a myriad of problem-solving approaches, and to foster engaging
discourse about the communication of values that underlie design choices.
Most of the courses in the Art Department are studio art courses: a combination of
lecture and lab “activity” courses, where students take ideas, concepts, and visions
and give them tangible form. The materials are varied: pencils, charcoal, paint,
collage, wood, cardboard, plaster, stone, vectors and pixels, to name a few. The
process of turning an idea into something tangible is a skill-set that both art majors
and non-art majors benefit from. The EVC Art Department also offers Art History
courses, which are lecture classes. Students have the opportunity to study historically
significant works of art and design as a way of gaining insight into past and present
cultures and ideas.
Our Students
Our students come from all walks of life. Most are interested in pursuing a career in
the arts, but we also have many students taking art class for a variety of reasons.
Below is a description of the seven most common goals of students:
1) Art Majors who wish to transfer: These students wish to pursue a career in the
visual arts. They take their foundational classes at the community college level,
and then transfer to 4-year art programs. This is the largest population of
students taking art classes at EVC.
2) Non-Art Majors where Art is an Important Component of their Education:
These students are seeking degrees in other subjects but enjoy taking art classes
for a number or reasons. Art History courses satisfy the GE Area C requirements
for transfer and we see a predominance of non-art majors in Art History courses.
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EVC Art Department Program Review
3)
4)
5)
6)
7)
There are also many students taking studio art courses as an elective. These
students enjoy creating art as an outlet for personal expression. The skills of
using ones mind and hands in tandem and utilizing creative problem solving are
skills that are transferable to any discipline or career.
Lifelong Learners: These students take art classes for personal enrichment. They
are usually older community members who bring a very valuable life perspective
to art classes.
Career Enhancement: These are students out in the work force who are taking
art classes to enhance their career skills.
Art Majors who wish to earn an AS degree: These students wish to find a career
in the arts after completing their community college work. Most companies
hiring artists and designers are going to require a 4-year degree. However, there
are a few fields, such as commercial printers, where an AS degree is sufficient.
Jewelry Certificate: We had, until very recently, a thriving Jewelry Arts Program.
These students were seeking careers as jewelry designers and small metal arts
artists. (An explanation as to what has happened to this program will follow later
in this document.)
“Gateway” Students: We have a large population of students with limited English
language skills and students who are the first in their families to attend college.
Studio art classes serve as a gateway for many students who are college pioneers
in their families. We also have many students with learning or language
disabilities.
How We Serve the Needs of Our Students:
The EVC Art Department is comprised of five disciplines: 2-D Arts, 3-D Arts,
Jewelry, Graphic Design, and Art History.





Broad Spectrum of Course Offerings
Talented, effective, innovative and enthusiastic faculty who bring a wide
range of experiences and perspectives to the Art Department.
Articulation
The primary focus of the Art Department is to provide the foundational
courses needed for students intending to transfer to 4-year art programs. San
Jose State University has an excellent Art and Design Program and most of
our transferring students attend SJSU after EVC. Our course offerings reflect
the undergraduate requirements for several bachelor degree programs at
SJSU, including graphic design, illustration/animation, industrial design,
interior design, fine arts, and art education.
AS Degrees
There are three AS degrees in art: AS Degree in Studio Arts – 2D Emphasis,
AS Degree in Studio Arts – 3D Emphasis, AS Degree in Design.
Art Gallery and Guest Speakers
The Visual Arts building was built in 2009 and includes an Art Gallery. The
Art Gallery brings the work of professional artists and designers into the
“living room” of the Art Department. Last year the exhibits included the
work of an award-wining toy designer, video game designers, and fine artists.
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EVC Art Department Program Review
The Students have immediate access to professional works of art and design
addressing diverse topics and themes.



In addition to being a rich learning resource for students, the Art Gallery also
exhibits student work, most notably in the annual juried student art exhibit in
the spring. This is a much anticipated event for students and provides them
with a real-world experience of entering work in a juried show, preparing
their work for professional presentation, and providing an opportunity for
exhibiting and possibly winning an award for their work.
Art Club
There is also a lively Art Club that helps to build a sense of community in the
Art Department. Students engage in collaborative projects, sharing of ideas
outside of classroom assignments, field trips and workshops.
Community Partnerships
The EVC Art Department has partnered with outside groups participating in
the fabric of the larger San Jose community. Some examples are: Creating a
mural for the (former) EVC Child Development Center, participating in
Silicon Valley Open Studios, hosting events for the Metal Arts Association of
Silicon Valley, exhibiting student work at the Evergreen Community Center,
exhibiting work in Phantom Galleries in downtown San Jose vacant store
front windows, and others.
Informal Exhibiting Opportunities and other Opportunities:
o Display cases in hallways where faculty members display class
projects
o Class exhibits in studio classrooms or in the Art Gallery
o Requests from other departments on campus for student logos and
poster design
o Field trips
2. How does your program define effectiveness, and what measures have you
chosen to gauge it?
 Student Projects: The primary assessment tool of the effectiveness of our
teaching is the culmination of skills and ideas found in student art projects
and written papers. This is where faculty can gauge whether students are
developing skill sets and employing critical thinking skills. Each faculty
member has individualized assessment rubrics for their project.
 Class Critiques: One of the most valuable learning exercises for students is
the class critique. Each student presents or displays their results from an
assignment along side their classmates’ work. The conversation that follows
necessitates introspection and understanding. Students learn to articulate
what drives their creative impulses and also learn to analyze what happens
when we perceive another’s work of art. They learn to recognize what
formulates their immediate reactions.
 Annual Juried Student Art Exhibit: This annual exhibit occurs at the end of
the spring semester and is juried. The exhibit presents the years’ strongest
student work from the widest range of materials, approaches and ideas.
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EVC Art Department Program Review



Sense of Community: This is something that is observed and felt both inside
and outside the classroom, but is not particularly measurable. The Art
Department is a vibrant place. Students hang out together, linger around the
Art Department and give each other feedback on their projects outside of
class. There is a sense of camaraderie and that the EVC Art Department is a
safe and encouraging place to express ideas.
Student evaluations of classes: These are a very useful tool to help faculty
improve their curriculum and teaching methods. Student evaluations are
reviewed seriously by faculty.
SLO Assessment Matrixes
Program assessment results come in the form of student grades and the culmination of
work as exhibited in the annual juried student art exhibition. 2-year art programs in
general do not have exit exams or other systematic assessment reports. Even so, the Art
Department is developing a Portfolio Preparation course for students who plan to
transfer to 4-year art programs, creating a formalized opportunity for students to
research, prepare portfolios and apply to schools. This course is envisioned as a
requirement for all AA or AS degree applicants. The results of student work in this class
would directly speak to the success of the program in preparing students for transfer.
3. Please summarize the results of any measures you have applied. What do
these results mean for your program?
Since transfer students comprise the majority of students in the Art Department, the
greatest assessment of the success of the Art Programs lies in the number of students
who transfer to 4-year art programs and are able to complete their BA or BFA
degrees. The Art Department could greatly benefit from some kind of system for
tracking where students go after their experience at EVC. Individual faculty
members keep in touch with some students who transfer, but it would be helpful to
have a systematic way of gathering information to determine the actually number of
students who transfer and the number of students who complete a BA or BFA
degree in the Arts. The Art Department would also benefit from an alumni outreach
program or a 6-month-prior exit survey, or perhaps some kind of partnership effort
between the UC and CSU systems with the Community Colleges to help track this
information.
The Art Department every three years hosts an alumni art exhibit where former
EVC art students are asked to exhibit current school work, professional work or self
enrichment work. Seeing the work of our alumni has reinforced the importance of
our Program SLO’s, most importantly that students be able to:
1. demonstrate technical proficiency in handling various art and design
materials
2. demonstrate a working knowledge of the elements and principles of art
and design and the dynamics of composition
3. demonstrate proficiency in critical thinking, problem solving, group
interaction and self discipline to create works of art and design
4. Where we would like your program to be in three years from now?
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EVC Art Department Program Review
1. Problems with the facilities fixed and programs fully operational and safe.
The Visual Arts Building was built in 2009. The ventilation and dust collection
systems were not designed correctly and the jewelry and sculpture area has been
deemed unsafe for the courses and materials being used. As a result our Jewelry
Program has been closed down, half of the first floor lab space is unusable, none
of the $100,000 plus worth of new tools and equipment have been unpacked and
set up, and faculty are forced to use substandard materials and techniques in the
courses that are left. The problems with the facilities need to be addressed and
fixed so that our existing courses can provide students with the industry-standard
equipment and tools to achieve the course SLO’s.
2. Updated programs, updated curriculum, updated articulation
The programs and courses are currently being updated to reflect current trends
and needs.
3. Expanded programs and courses in Digital Media
Most art and design careers require artists to produce work on the computer.
Our offerings in digital media are minimal and we are working on greatly
expanded this area to better serve transfer students and career advancement
students.
4. Expanded program and courses in Art History
We are developing new curriculum in Art History to satisfy the educational needs
of a wider range of students, including classes such as “The Arts of Asia” and
“Women in Art.”
5. Expanded program and courses in Sculpture and Metalsmithing
With the demise of the Jewelry Program, the Art Department is re-formulating
its vision as a sculpture and metalsmithing program.
6. Full time faculty hires in 3D/Metal Arts, Digital Media and Art History
For 30 years the Art Department has had two full-time faculty and for 12 years
the Art Department had three full-time faculty. Currently the Art Department
has one full-time faculty, with a service area in the discipline of 2D Arts. The Art
Department will continue to vie for full-time faculty positions 3D
Arts/Metalsmithing, Digital Media, and Art History.
7. Art Gallery coordinator or director position
The EVC Art Gallery has been a vital learning resource for students in the Art
Department and beyond. Coordinating the Art Gallery has entailed hours upon
hours of work assumed by the one full-time faculty member in the Department.
Adjunct faculty have made substantial contributions in time as well. The
coordination of the exhibition schedule and visiting artists, and the day-to-day
operations of the Art Gallery cannot be maintained without a designated Art
Gallery Coordinator position or release time for faculty. The Art Department will
be seeking such a position.
PART A: Overview of Program
1. Identify your program/department’s commitments to Action (CTA’s for this
year.
a. Student Centered:
i. Resolve facilities issues
ii. Get EVC Art Department website online
b. Community Engagement:
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EVC Art Department Program Review
i. Continued professional development
ii. Continued community partnerships
iii. Continued art exhibits
c. Organizational Transformation
i. Update curriculum
ii. Update degrees and certificates
iii. Create new interdisciplinary portfolio class
iv. Create new digital media course
2. Please explain how your program’s CTA’s are aligned with the goals of the
College. How does your program help the College fulfill its Mission, Strategic
initiatives, and Commitments to Action (CTA’s)?
a. Aligned with EVC Mission: The EVC Art Department’s curriculum is
designed to prepare students for rigorous study at 4-year colleges, universities
and institutes. Each faculty member brings their unique mix of personal
experiences, artistic approaches and creative ideas to help students
comprehend the communicative power of images. One of the amazing
aspects of teaching art classes is being witness to the diversity of possible
solutions to any given assignment. This diversity reflects the wide range of
people that are interested in the arts, and the nature of art to interweave
individual perspectives and universal understanding.
b. Aligned with EVC CTA’s:
i. Student-Centered: We provide access to quality and efficient programs and services
to ensure student success. Areas of focus are: 1) Increased Visibility; 2) Develop
Strategic Partnerships; 3) Building Campus Community
As the very nature of art is to communicate, the Art Department
creates opportunities for students to “get their work out there,” with
exhibition opportunities and community partnership projects. The
Art Department contributes to the campus’s goal of increased
visibility in many of the exhibitions in our art gallery and in the
community, including at the Evergreen Community Center and
Phantom Galleries in downtown San Jose.
The Art Department has created an environment where students feel
they are part of a vibrant, creative community. Students hang out
with each other outside of class time. We have an active art club that
hosts activities open to the whole campus, such as “splatter day” and
Silicon Valley Open Studios.
ii. Community Engagement: We create a trusting environment where everyone is
valued and empowered. Areas of focus are: 1) Student Access - Completion of
Educational Goals; 2) Employee Development; 3) Transparent Infrastructure
A professional artist or designer works in collaboration with a client
and with the other artists in a design team. An important aspect of an
art education is foster an environment where personal expression is
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EVC Art Department Program Review
valued and students are encouraged to exchange ideas. These are the
building blocks of collaborative work. With this environment, the
EVC Art Department is contributing to the campus’s goals of
providing a trusting environment.
Our AS degrees provide students with the foundation course
requirements for the first 2 years of a 4-year art program. The
programs were designed to set students up for success so that they
can transfer all or most of their classes directly and more readily
achieve their educational goals.
As you can see in Part D below, our faculty are a very ambitious and
talented group with a broad range of professional development
activities.
iii. Organizational Transformation: We will transform the college image and enhance
partnerships with community, business and educational institutions. Areas of
focus are: 1) Access; 2) Curriculum and Programs; 3) Services
The EVC Art Department is proud of the diverse group of students
that it attracts.
The course offerings, degrees and schedule of classes have been
designed to allow students to successfully complete their foundations
studies in art in 2 years. Most courses are articulated with SJSU.
EVC Art Department faculty serve or have served on the following
committees: IEC, Safety and Facilities, ACCC, Division Curriculum
Committee, Women’s History Month Committee, Exhibitions
Committee; Division Rep for FA-AFT, Delegate to AFT Convention
in Oakland, Emergency Operation Center Training SIM team leader,
faculty advisors for two student clubs, participation in
Kindercarminata, Kicks It Outside, Club Rush, and others.
3. Please state at least three recent accomplishments for your program which
show how it contributes to the College’s success
a. Art Gallery Exhibitions and Visiting Lecture Series. Since the opening of the
new Art Gallery in 2009, the Art Department has hosted a very impressive
schedule of professional exhibitions and visiting artists. These exhibits
represent partnerships with professional artists and designers from the Bay
Area, national and international venues. As an example, we just had an
exhibition of an international graphic design competition entitled “EcoDeology.” The exhibition included graphic design posters from around the
world: Japan, Iran, Ukraine, and China, to name a few. The posters addressed
issues of climate change, pollution and endangered species. The curator,
from Russia, gave a lecture explaining the roots of the exhibit in the activism
which followed the nuclear disaster in Chernobyl. A history teacher brought
his class to the lecture because the exhibition addressed issues of ecology,
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EVC Art Department Program Review
sociology and politics which he was discussing in his class. The Art Gallery is
a learning tool for the entire campus, the entire community. The Art Gallery
brings the international world to the “living room” of EVC. The Art Gallery
builds these partnerships with professionals from around the world, putting
EVC “on the map.”
b. Annual Juried Student Art Exhibit. This exhibit is anticipated all year long by
students. The EVC Art Department strives to create “real world”
experiences for students, providing opportunities to build their resumes and
get public feedback on their work. It is so important for students to see their
work in a larger context than the classroom. Risk is an intrinsic part of the
creative process and this juried exhibition introduces students to the risks of
possibly not getting into the show and the opportunities of winning an
award. This exhibits helps students to become better prepared for what lies
ahead in their academic and professional careers.
c. New Video Editing class
With the loss of a full-time instructor in Digital Media, our course offerings
have been dwindling. This new course marks a turning point for the
program, representing a new vision for future direction. This course is
helping the institution remain current and innovative.
d. EVC student art exhibit at the Evergreen Community Center
This is a potentially on-going partnership with Evergreen Community Center
as an exhibition space for student work. Students provide an aesthetically
engaging environment for the community and the community provides an
exhibition opportunity for students. This partnership has helped the college
continue its goals of increased visibility and outreach.
4. State the goals and focus of this department/program and explain how the
program contributes to the mission, comprehensive academic offerings, and
priorities of the College and District.
The goal of the EVC Art Department is to provide a foundation of technical skills,
to encourage a myriad of problem-solving approaches, and to foster engaging
discourse about the communication of values that underlie design choices. These
goals align with those of the College and District in that they teach students critical
thinking skills that are necessary as they advance in their education and careers. The
process of studying historical works, researching current works, and evaluating
classmates’ works facilitates an understanding of how art and design is an extension
of the diversity of ideas and values that cultures and individuals possess. This
practice aligns with the College’s goals of fostering civically responsible global
citizens.
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EVC Art Department Program Review
5. Identify current student demographics. If there are recent changes in student
Demographics, explain how the program is addressing these changes.
STUDENT CHARACTERISTICS BY TERM - SEATCOUNT TRENDS
Fall 2006
Spring 2007
#
%
#
%
Total Seatcount
525
456
Total Headcount
412
407
Gender
Female
214
52%
202
50%
Male
191
46%
201
49%
Unreported
7
2%
4
1%
Fall 2008
#
Spring 2009
%
#
Fall 2007
#
%
521
427
219
205
3
Spring 2008
#
%
594
490
51%
48%
1%
Fall 2009
%
#
248
238
4
% Point Change
FA to FA
51%
49%
1%
Spring 2010
%
#
567
618
712
514
Total Headcount
493
509
621
479
1.00%
-0.80%
-0.20%
% Point Change
%
Total Seatcount
-0.70%
1.70%
-1.00%
SP to SP
FA to FA
SP to SP
Gender
Female
248
50%
260
51%
316
51%
240
50%
0.60%
-1.00%
Male
Unreported
245
0
50%
0%
248
1
49%
0%
305
0
49%
0%
238
1
50%
0%
-0.60%
0.00%
1.00%
0.00%
Age
Fall 2006
#
Spring 2007
%
#
%
Fall 2007
#
Spring 2008
%
#
%
% Point Change
FA to FA
SP to SP
<18
19
5%
14
5%
10
2%
23
5%
-2.30%
1.30%
18-19
20-22
23-24
25-29
133
143
27
38
32%
35%
7%
9%
127
155
33
31
31%
38%
8%
8%
150
133
37
26
35%
31%
9%
6%
118
195
51
32
24%
40%
10%
7%
2.80%
-3.60%
2.10%
-3.10%
-7.10%
1.70%
2.30%
-1.10%
30-39
40-49
21
15
5%
4%
23
11
6%
3%
27
18
6%
4%
29
16
6%
3%
1.20%
0.60%
0.30%
0.60%
50>
16
4%
13
3%
26
6%
26
5%
2.20%
2.10%
Age
Fall 2008
#
Spring 2009
%
#
%
Fall 2009
#
Spring 2010
%
#
%
% Point Change
FA to FA
SP to SP
<18
20
4%
17
4%
25
4%
10
2%
0.00%
-1.30%
18-19
20-22
23-24
25-29
162
160
41
48
33%
32%
8%
10%
167
179
39
45
33%
35%
8%
9%
218
197
49
62
35%
32%
8%
10%
133
186
42
47
28%
39%
9%
10%
2.20%
-0.70%
-0.40%
0.20%
-5.00%
3.70%
1.10%
1.00%
30-39
40-49
26
16
5%
3%
28
17
6%
3%
28
20
5%
3%
26
14
5%
3%
-0.80%
0.00%
-0.10%
-0.40%
50>
20
4%
16
3%
22
4%
21
4%
-0.50%
1.20%
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EVC Art Department Program Review
Enrollment Status
Day
Day & Eve
Evening
Fall 2006
#
%
207
50%
165
40%
40
10%
Spring 2007
#
%
235
58%
136
33%
36
9%
Fall 2007
#
%
228
53%
153
36%
46
11%
Spring 2008
% Point Change
#
%
FA to FA
SP to SP
235
48%
3.20%
-9.80%
172
35%
-4.20%
1.70%
83
17%
1.10%
8.10%
Full-time
194
47%
185
45%
204
48%
205
42%
0.70%
-3.60%
Part-time
Units Attempted
.5-5.5
6-8.5
9-11.5
12-14.5
15-17.5
18+
218
53%
222
55%
223
52%
285
58%
-0.70%
3.60%
69
71
78
146
38
10
17%
17%
19%
35%
9%
2%
54
62
106
144
32
9
13%
15%
26%
35%
8%
2%
69
75
79
167
30
7
16%
18%
19%
39%
7%
2%
76
112
97
154
38
13
16%
23%
20%
31%
8%
3%
-0.60%
0.30%
-0.40%
3.70%
-2.20%
-0.80%
2.20%
7.60%
-6.20%
-4.00%
-0.10%
0.40%
Enrollment Status
Day
Day & Eve
Evening
Fall 2008
#
%
279
57%
180
37%
34
7%
Spring 2009
#
%
277
54%
192
38%
40
8%
Fall 2009
#
%
319
51%
262
42%
40
6%
Spring 2010
% Point Change
#
%
FA to FA
SP to SP
253
53%
-5.20%
-1.60%
200
42%
5.70%
4.00%
26
5%
-0.50%
-2.40%
Full-time
242
49%
233
46%
302
49%
234
49%
-0.50%
3.10%
Part-time
Units Attempted
.5-5.5
6-8.5
9-11.5
12-14.5
15-17.5
18+
251
51%
276
54%
319
51%
245
51%
0.50%
-3.10%
70
79
102
198
39
5
14%
16%
21%
40%
8%
1%
72
102
102
172
47
14
14%
20%
20%
34%
9%
3%
89
81
149
227
57
18
14%
13%
24%
37%
9%
3%
60
84
101
185
35
14
13%
18%
21%
39%
7%
3%
0.10%
-3.00%
3.30%
-3.60%
1.30%
1.90%
-1.60%
-2.50%
1.00%
4.80%
-1.90%
0.20%
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EVC Art Department Program Review
Student Seatcount, Retention, and Success (Fall 2006 and Fall 2007)
Fall 2006
Seatcount
Retention
Success
Ethnicity of
Students
#
%
#
%
#
%
African American
19
4%
15
79%
14
74%
Asian (All other)
31
6%
20
65%
19
61%
Asian/Cambodian
12
2%
10
83%
9
75%
Asian/Chinese
13
2%
10
77%
9
69%
Asian/Indian
7
1%
5
71%
4
57%
Asian/Vietnamese
79
15%
59
75%
53
67%
Filipino
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Total:
67
165
5
6
83
38
525
13%
31%
1%
1%
16%
7%
100%
48
134
5
6
71
30
413
72%
81%
100%
100%
86%
79%
79%
39
113
5
5
64
24
358
58%
68%
100%
83%
77%
63%
68%
Student Seatcount, Retention, and Success (Spring 2007 and Spring 2008)
Spring 2007
Seatcount
Retention
Success
Ethnicity of
Students
#
%
#
%
#
%
African American
15
3%
9
60%
7
47%
Asian (All other)
29
6%
22
76%
19
66%
Asian/Cambodian
12
3%
8
67%
8
67%
Asian/Chinese
12
3%
9
75%
7
58%
Asian/Indian
Asian/Vietnamese
Filipino
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Total:
11
64
61
127
2
2
80
41
456
2%
14%
13%
28%
0%
0%
18%
9%
100%
11
56
50
98
1
2
67
34
367
100%
88%
82%
77%
50%
100%
84%
83%
80%
9
46
44
74
0
2
57
27
300
82%
72%
72%
58%
0%
100%
71%
66%
66%
Student Seatcount, Retention, and Success (Fall 2008 and Fall 2009)
Fall 2008
Seatcount
Retention
Success
Ethnicity of
Students
#
%
#
%
#
%
African American
30
5%
26
87%
23
77%
Asian (All other)
32
6%
30
94%
25
78%
Asian/Cambodian
8
1%
7
88%
5
63%
Asian/Chinese
16
3%
14
88%
11
69%
Asian/Indian
12
2%
11
92%
11
92%
Asian/Vietnamese
89
16%
76
85%
68
76%
Filipino
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Total:
47
192
4
2
75
60
567
8%
34%
1%
0%
13%
11%
100%
40
164
4
2
71
51
496
85%
85%
100%
100%
95%
85%
87%
38
143
4
2
62
43
435
81%
74%
100%
100%
83%
72%
77%
Student Seatcount, Retention, and Success (Spring 2009 and Spring 2010)
Spring 2009
Seatcount
Retention
Success
Ethnicity of
Students
#
%
#
%
#
%
African American
28
5%
19
68%
18
64%
Asian (All other)
33
5%
27
82%
24
73%
Asian/Cambodian
9
1%
7
78%
5
56%
Asian/Chinese
15
2%
13
87%
13
87%
Asian/Indian
Asian/Vietnamese
Filipino
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Total:
8
78
64
216
6
10
84
67
618
1%
13%
10%
35%
1%
2%
14%
11%
100%
7
63
53
168
3
8
60
52
480
88%
81%
83%
78%
50%
80%
71%
78%
78%
6
55
48
141
2
7
50
47
416
75%
71%
75%
65%
33%
70%
60%
70%
67%
Seatcount
Fall 2007
Retention
Success
#
#
#
25
26
12
6
7
77
%
5%
5%
2%
1%
1%
15%
54
167
3
5
84
55
521
10%
32%
1%
1%
16%
11%
100%
Seatcount
#
30
29
12
25
%
5%
5%
2%
4%
18
78
66
203
4
81
48
594
20
22
8
4
6
68
%
80%
85%
67%
67%
86%
88%
44
139
3
3
71
49
437
81%
83%
100%
60%
85%
89%
84%
Spring 2008
Retention
#
24
25
12
20
%
80%
86%
100%
80%
3%
13%
11%
34%
14
63
53
154
1%
14%
8%
100%
3
63
36
467
FA to FA
%
60%
77%
67%
67%
86%
81%
Se atcount
Re te ntion
15
20
8
4
6
62
1.20%
-0.90%
0.00%
-1.30%
0.00%
-0.30%
1.10%
20.10%
-16.70%
-10.30%
14.30%
13.60%
-13.70%
15.60%
-8.30%
-2.60%
28.60%
13.40%
37
104
3
3
64
42
368
69%
62%
100%
60%
76%
76%
71%
-2.40%
0.60%
-0.40%
-0.20%
0.30%
3.30%
9.80%
2.00%
0.00%
-40.00%
-1.00%
10.10%
5.20%
10.30%
-6.20%
0.00%
-23.30%
-0.90%
13.20%
2.40%
SP to SP
Success
#
%
67%
79%
75%
80%
Se atcount
Re te ntion
20
23
9
20
1.80%
-1.50%
-0.60%
1.60%
20.00%
10.30%
33.30%
5.00%
20.00%
13.80%
8.30%
21.70%
78%
81%
80%
76%
11
50
47
129
61%
64%
71%
64%
0.60%
-0.90%
-2.30%
6.30%
-22.20%
-6.70%
-1.70%
-1.30%
-20.70%
-7.80%
-0.90%
5.30%
75%
78%
75%
79%
1
59
29
398
25%
73%
60%
67%
0.20%
-3.90%
-0.90%
-25.00%
-6.00%
-7.90%
-1.90%
-75.00%
1.60%
-5.40%
1.20%
Seatcount
Fall 2009
Retention
Success
#
#
#
31
43
12
9
12
102
%
4%
6%
2%
1%
2%
14%
60
237
5
8
59
134
712
8%
33%
1%
1%
8%
19%
100%
Seatcount
#
16
35
7
12
%
3%
7%
1%
2%
17
56
29
170
1
2
61
108
514
3%
11%
6%
33%
0%
0%
12%
21%
100%
11
23
36
11
9
11
93
%
74%
84%
92%
100%
92%
91%
49
198
5
8
52
119
614
82%
84%
100%
100%
88%
89%
86%
Spring 2010
Retention
#
Succe s s
12
30
5
11
%
75%
86%
71%
92%
15
50
23
139
1
2
54
92
434
88%
89%
79%
82%
100%
100%
89%
85%
84%
Succe s s
FA to FA
%
61%
72%
92%
56%
58%
84%
Se atcount
Re te ntion
19
31
11
5
7
86
-0.90%
0.40%
0.30%
-1.60%
-0.40%
-1.40%
-12.50%
-10.00%
4.20%
12.50%
0.00%
5.80%
-15.40%
-6.00%
29.20%
-13.20%
-33.30%
7.90%
44
171
4
7
51
103
539
73%
72%
80%
88%
86%
77%
76%
0.10%
-0.60%
0.00%
0.80%
-4.90%
8.20%
-3.40%
-1.90%
0.00%
0.00%
-6.50%
3.80%
-1.20%
-7.50%
-2.30%
-20.00%
-12.50%
3.80%
5.20%
-1.00%
Succe s s
SP to SP
Success
#
%
69%
80%
57%
92%
Se atcount
Re te ntion
11
28
4
11
-1.40%
1.50%
-0.10%
-0.10%
7.10%
3.90%
-6.30%
5.00%
4.50%
7.30%
1.60%
5.00%
15
47
20
121
1
2
51
76
387
88%
84%
69%
71%
100%
100%
84%
70%
75%
2.00%
-1.70%
-4.70%
-1.90%
-0.80%
-1.20%
-1.70%
10.20%
0.70%
8.50%
-3.50%
4.00%
50.00%
20.00%
17.10%
7.60%
6.80%
13.20%
13.40%
-6.00%
5.90%
66.70%
30.00%
24.10%
0.20%
8.00%
Succe s s
EVC Art Department Program Review
College Persistance Rates
Fall 2006 to Spring 2007
Fall 2006
Persistence
Ethnicity of
Students
African American
He adcou
nt
16
13
%
81%
Asian (All other)
Asian/Cambodian
Asian/Chinese
23
10
10
16
8
9
Asian/Indian
Asian/Vietnamese
Filipino
7
54
56
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Total:
#
Spring 2007 to Fall 2007
Spring
2007
He adcou
nt
Persistence
15
#
11
%
73%
70%
80%
90%
27
9
11
12
8
8
6
38
39
86%
70%
70%
11
54
57
136
4
6
102
2
4
75%
50%
67%
57
33
412
42
23
302
74%
70%
73%
Fall 2007 to Spring 2008
Fall 2007
He adcou
nt
Persistence
21
#
15
%
71%
44%
89%
73%
22
9
4
17
7
4
8
38
45
73%
70%
79%
7
64
39
116
1
2
78
1
2
67%
100%
100%
68
36
407
49
25
285
72%
69%
70%
Spring 2008 to Fall 2008
Spring
2008
He adcou
nt
% Point Change
Persistence
20
#
17
%
FA to FA
SP to SP
85%
-9.80%
11.70%
77%
78%
100%
25
10
16
20
6
7
80%
60%
44%
7.70%
-2.20%
10.00%
35.60%
-28.90%
-29.00%
5
57
28
71%
89%
72%
17
65
52
10
48
38
59%
74%
73%
-14.30%
18.70%
2.20%
-13.90%
3.50%
-5.90%
142
2
4
102
1
2
72%
50%
50%
172
110
64%
-3.30%
3
2
67%
-3.20%
0.00%
-16.70%
-33.30%
68
45
427
46
35
319
68%
78%
75%
71
39
490
46
20
324
65%
51%
66%
-6.00%
8.10%
1.40%
-7.30%
-18.20%
-3.90%
College Persistance Rates
Fall 2008 to Spring 2009
Fall 2008
Persistence
Ethnicity of
Students
African American
He adcou
nt
21
15
%
71%
Asian (All other)
Asian/Cambodian
Asian/Chinese
29
7
10
19
6
7
Asian/Indian
Asian/Vietnamese
Filipino
12
79
42
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Total:
#
Spring 2009 to Fall 2009
Spring
2009
He adcou
nt
Persistence
#
18
11
%
61%
66%
86%
70%
31
9
14
22
8
12
10
64
35
83%
81%
83%
8
66
54
169
3
2
144
2
1
85%
67%
50%
66
53
493
53
34
390
80%
64%
79%
Fall 2009 to Spring 2010
Fall 2009
He adcou
nt
Persistence
#
25
17
%
68%
71%
89%
86%
38
8
8
30
7
7
4
51
43
50%
77%
80%
12
81
54
179
4
8
109
3
8
61%
75%
100%
64
54
509
29
40
340
45%
74%
67%
Spring 2010 to Fall 2010
Spring
2010
He adcou
nt
% Point Change
Persistence
#
%
FA to FA
SP to SP
56%
-3.40%
-4.90%
16
9
79%
88%
88%
32
6
12
24
3
8
75%
50%
67%
13.40%
1.80%
17.50%
4.00%
-38.90%
-19.00%
10
68
48
83%
84%
89%
17
53
27
13
38
20
76%
72%
74%
0.00%
2.90%
5.60%
26.50%
-5.60%
-5.60%
212
5
7
172
4
6
81%
80%
86%
159
1
2
112
1
1
70%
100%
50%
-4.10%
13.30%
35.70%
9.50%
25.00%
-50.00%
51
120
621
38
95
502
75%
79%
81%
53
101
479
27
54
310
51%
53%
65%
-5.80%
15.00%
1.70%
5.60%
-20.60%
-2.10%
Summary of Demographical Data:









Men and women are equally served
On average approx. 66% of art students are between the ages of 18 and 22
On average approx. 55% of students are part-time and 45% are full-time
Latino students have consistently made up approx. 33% of art students
Asian students have consistently made up approx. 40% of art students
White students have ranged between 11% to 19% of art students
Retention rates across all ethnicities average between 79 – 87%
Success rates across all ethnicities average between 66 – 77%
Persistence rates across all ethnicities range between 65 – 81%
12
EVC Art Department Program Review
6. Identify enrollment patterns of the department/program in the last 6 years
and provide an analysis of any notable trends or patterns.
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13
EVC Art Department Program Review
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14
EVC Art Department Program Review
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15
EVC Art Department Program Review
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16
EVC Art Department Program Review
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Summary of Enrollment, Productivity and Success Rates:
 Art courses average 85% retention rate
 Art courses average 76% success rate
7. Identify department/program productivity (WSCH/FTEF)
Fall 2006
#
%
Capacity
Percentage
@ Census (CAP)
Spring 2007
#
%
Fall 2007
#
%
Change
FA to FA
SP to SP
50%
52%
55%
-4.40%
5.60%
82%
86%
85%
0
2.40%
0
2.70%
0
2,639
82
2,889
88.9
-2
0.3
439.5
12.6
5.9
443.6
6.1
470.4
0.9
-77.6
1.1
-11.8
0
0
WSCH
FTES
2,641
81.7
2,450
76.3
FTEF
Productivity
5.1
521.3
5.1
482.2
Fall 2008
%
Spring 2009
#
69%
90%
0
2,919
88.7
6
487.9
%
84%
0
#
#
56%
Completion Rate
Awards
Capacity
Percentage
@ Census (CAP)
Completion Rate
Awards
WSCH
FTES
FTEF
Productivity
Spring 2008
%
Fall 2009
#
60%
82%
0
3,054
94.3
6
508.5
#
82%
85%
0
3,672
112.8
6.6
559.8
17
%
Spring 2010
0
2,354
72.3
4.2
557.3
%
Change
FA to FA SP to SP
78% 13.30%
85% -5.00%
0
752.4
24.1
0.6
71.9
18.40%
2.40%
0
-699.7
-22
-1.8
48.8
EVC Art Department Program Review
Summary of Productivity Data:
 Average productivity is 508.88
8. Identify student success rates and patterns within the department/program
paying particular attention to our college’s target groups.
Grade Distribution of All (EVC Art) Students
Fall 2006
Grade
#
Spring 2007
%
#
%
Fall 2007
#
Spring 2008
%
#
%
Change
SP to
FA to FA
SP
A
173
42%
137
37%
158
36%
156
33% -6.10% -3.80%
B
119
29%
101
27%
139
31%
144
31%
2.60%
3.40%
C
69
17%
63
17%
78
18%
99
21%
0.90%
4.10%
D
28
7%
32
9%
21
5%
37
8% -2.00% -0.80%
F
25
6%
35
10%
47
11%
31
7%
Fall 2008
Grade
Spring 2009
Fall 2009
Spring 2010
A
#
168
%
34%
#
179
%
37%
#
217
%
35%
#
157
B
C
D
F
174
94
28
33
35%
19%
6%
7%
155
82
26
36
32%
17%
5%
8%
227
95
40
35
37%
15%
7%
6%
145
81
13
33
18
%
37%
4.60% -2.90%
Change
SP to
FA to FA
SP
1.50% -0.90%
34% 2.00% 1.40%
19% -3.40% 1.70%
3% 0.90% -2.40%
8% -0.90% 0.20%
EVC Art Department Program Review
Average Grade Received by Students (Fall 2006 and Fall 2007)
Fall 2006
Ge
nde
Ethnicity
r
4.0/A
3.0/B
2.0/C
1.0/D
0.0/F
Total
African American
F
2
0
2
0
0
4
M
1
7
2
1
0
11
Asian (All other)
F
5
2
0
0
0
7
M
6
2
4
0
1
13
Asian/Cambodian
F
0
2
2
0
1
5
M
1
2
2
0
0
5
Asian/Chinese
F
3
3
0
0
0
6
M
1
1
1
1
0
4
Asian/Indian
F
1
0
0
0
0
1
M
2
1
0
1
0
4
Asian/Vietnamese
F
14
4
1
0
1
20
M
12
11
11
4
1
39
Filipino
F
6
6
2
1
3
18
Latina/o
Native American
Pacific Islander
White
Other/Unknown
M
F
M
F
M
F
M
F
M
F
M
10
33
10
2
0
1
1
38
9
6
4
6
22
24
1
0
1
1
11
1
3
5
7
7
15
1
1
0
1
0
4
3
0
2
3
5
0
0
1
0
3
0
3
3
1
6
6
0
0
0
0
2
2
0
0
26
71
60
4
1
3
3
54
16
15
12
Spring 2007
Ethnicity
African American
Asian (All other)
Asian/Cambodian
Asian/Chinese
Asian/Indian
Asian/Vietnamese
Filipino
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Ge
nde
r
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
4.0/A
3.0/B
2.0/C
Avg
GPA
3
2.73
3.71
2.92
2
2.8
3.5
2.5
4
3
3.5
2.74
2.61
2.85
3.03
2.45
3.25
2
2.67
3
3.48
2.94
2.8
2.83
Fall 2007
4.0/A
3.0/B
2.0/C
1.0/D
0.0/F
Total
0
2
0
3
1
0
0
1
3
6
8
3
1
2
0
2
6
2
13
7
11
7
18
7
0
0
0
0
20
7
10
7
1
4
3
1
1
1
0
0
5
10
8
9
17
13
0
0
0
1
12
6
4
2
1
2
0
1
1
2
0
1
4
7
3
5
8
9
0
0
0
1
3
6
4
0
1
1
0
0
0
0
0
1
0
6
2
2
4
3
1
0
0
0
2
2
1
4
1
0
0
0
1
1
0
1
1
3
0
2
8
9
0
0
0
0
1
4
1
1
12
10
4
4
3
6
6
5
23
33
24
25
55
41
1
0
0
2
38
25
20
14
19
GPA
3
2
3.17
2.9
3.25
3.25
1.67
2.5
4
2.2
3.26
2.36
3.17
2.68
2.6
2.15
1
2.5
3.26
2.4
3.05
2.71
1.0/D
0.0/F
Total
2
3
3
2
2
1
3
0
3
0
9
18
15
3
2
4
5
2
3
0
1
1
1
12
12
2
1
4
2
4
0
0
0
0
1
0
5
6
2
1
1
0
2
0
0
0
0
0
0
0
1
0
0
3
0
0
0
0
0
0
0
0
1
4
3
7
13
9
13
4
4
3
1
5
1
27
41
22
GPA
2.86
2.08
3.11
2.54
3.5
3.25
4
3
3.4
3
3.04
2.95
3.18
5
25
13
1
0
0
2
20
7
8
11
8
27
17
1
1
0
0
9
11
8
6
3
12
9
0
0
1
0
12
5
5
4
0
6
6
0
0
0
0
2
1
0
1
4
12
11
0
0
0
0
2
2
3
2
20
82
56
2
1
1
2
45
26
24
24
2.5
2.57
2.27
3.5
3
2
4
2.96
2.77
2.75
2.96
Avg
2
0
Avg
Spring 2008
4.0/A
3.0/B
2.0/C
Avg
1.0/D
0.0/F
Total
3
4
1
5
3
4
0
2
0
1
7
16
6
6
1
2
6
4
5
4
10
6
8
10
21
16
0
0
1
0
19
11
6
5
2
4
2
1
2
7
1
1
8
12
5
11
27
24
0
0
0
0
10
11
5
4
1
4
1
2
0
1
0
0
4
10
2
11
25
15
0
0
0
0
5
2
6
3
2
0
1
0
0
0
2
0
2
9
0
4
4
5
0
0
0
1
1
0
4
0
0
0
0
2
0
0
0
1
1
1
1
1
8
7
0
0
0
1
2
1
0
3
11
14
5
7
8
12
8
6
25
38
16
37
85
67
0
0
1
2
37
25
21
15
GPA
3
2.56
3.09
3.14
2.6
2.14
3.75
3.25
3.13
3.17
2.96
2.34
3.19
2.68
2.58
2.55
4
0.5
3.16
3.24
2.62
2.53
EVC Art Department Program Review
Average Grade Received by Students (Fall 2008 and Fall 2009)
Fall 2008
Ge
nde
Ethnicity
r
4.0/A
3.0/B
2.0/C
1.0/D
0.0/F
Total
African American
F
5
4
1
0
1
11
M
6
4
3
1
1
15
Asian (All other)
F
6
2
3
1
1
13
M
5
6
3
2
1
17
Asian/Cambodian
F
0
1
1
0
0
2
M
0
1
2
0
2
5
Asian/Chinese
F
4
0
1
0
1
6
M
2
4
0
2
0
8
Asian/Indian
F
3
3
1
0
0
7
M
1
3
0
0
0
4
Asian/Vietnamese
F
9
17
3
0
2
31
M
19
9
11
3
3
45
Filipino
F
5
5
3
0
0
13
Latina/o
Native American
Pacific Islander
White
Other/Unknown
M
F
M
F
M
F
M
F
M
F
M
11
23
18
2
0
0
0
20
9
13
5
11
36
23
0
1
1
0
20
6
8
9
3
27
16
1
0
0
1
1
5
4
3
1
2
9
0
0
0
0
2
2
1
2
1
3
7
0
0
0
0
2
3
3
2
27
91
73
3
1
1
1
45
25
29
21
Spring 2009
Ethnicity
African American
Asian (All other)
Asian/Cambodian
Asian/Chinese
Asian/Indian
Asian/Vietnamese
Filipino
Latina/o
Native American
Pacific Islander
White
Other/Unknown
Ge
nde
r
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
4.0/A
3.0/B
2.0/C
Avg
GPA
3.09
2.87
2.85
2.71
2.5
1.4
3
2.75
3.29
3.25
3
2.84
3.15
3.11
2.81
2.49
3.33
3
3
2
3.2
2.64
2.93
2.62
Fall 2009
4.0/A
3.0/B
2.0/C
1
6
4
0
1.0/D
1
0
0.0/F
0
0
Total
10
9
GPA
2.8
3.33
8
5
0
1
4
1
2
2
12
8
12
12
31
15
2
0
4
1
18
11
12
9
1
4
2
1
0
4
0
1
12
13
9
8
34
33
0
0
1
1
9
2
10
3
2
4
0
1
1
3
1
0
3
7
4
3
10
18
0
0
0
0
4
5
6
6
1
0
1
0
0
0
1
0
2
2
1
3
4
4
0
0
0
0
0
4
1
1
0
2
0
1
0
0
0
0
1
3
0
1
9
7
1
0
1
0
2
3
3
0
12
15
3
4
5
8
4
3
30
33
26
27
88
77
3
0
6
2
33
25
32
19
3.33
2.67
2.33
2.25
3.6
2.75
2.75
3.67
3.07
2.64
3.23
3
2.84
2.58
2.67
20
3.17
3.5
3.24
2.56
2.84
3.05
1.0/D
0.0/F
Total
1
2
11
4
2
0
1
2
2
0
22
19
9
7
5
5
5
0
9
2
0
2
2
11
24
5
1
3
3
3
0
0
0
0
0
1
4
6
3
1
2
2
0
0
0
1
1
2
1
1
2
3
1
0
0
3
0
0
2
0
0
1
1
3
0
11
12
21
15
2
9
6
3
6
5
39
54
20
GPA
2.55
2.58
3.19
2.47
4
3
1.83
3
2.67
1.8
3.33
3
3
9
29
25
1
0
3
0
19
10
20
26
10
48
35
2
0
0
3
7
9
14
21
8
14
20
0
1
0
1
5
1
10
11
2
7
5
0
0
0
0
0
0
6
4
0
9
6
0
1
1
0
1
0
4
2
29
107
91
3
2
4
4
32
20
54
64
2.9
2.76
2.75
3.33
1
3
2.75
3.34
3.45
2.74
3.02
Avg
4
3
Avg
Spring 2010
4.0/A
3.0/B
2.0/C
Avg
1.0/D
0.0/F
Total
3
1
2
4
1
0
1
0
0
0
7
5
4
7
2
1
3
4
1
3
6
12
4
6
24
17
1
0
0
0
21
5
18
13
4
2
0
0
2
1
5
2
8
16
3
4
24
23
0
0
1
0
11
7
18
7
4
3
0
1
0
1
0
4
2
3
1
2
13
18
0
0
1
0
3
4
9
11
0
1
0
1
0
0
0
0
0
2
1
0
2
0
0
0
0
0
1
1
1
2
0
1
0
0
0
0
0
0
0
1
0
2
10
6
0
0
0
0
0
1
7
5
12
14
2
3
5
6
6
9
16
34
9
14
73
64
1
0
2
0
36
18
53
38
GPA
3
3.2
3
2.93
4
2.33
3.6
3.5
3.17
2.89
3.25
3.06
3.11
2.86
2.68
2.7
4
2.5
3.44
2.78
2.74
2.55
EVC Art Department Program Review
Credit/No Credit Received by Students
Fall 2006
Ge
nde
Ethnicity
r
CR
NC
Total
African American
F
0
0
0
M
0
0
0
Asian (All other)
F
0
0
0
M
0
0
0
Asian/Cambodian
F
0
0
0
M
0
0
0
Asian/Chinese
F
0
0
0
M
0
0
0
Asian/Indian
F
0
0
0
M
0
0
0
Asian/Vietnamese
F
0
0
0
M
0
0
0
Filipino
F
0
0
0
Latina/o
Native American
Pacific Islander
White
Other/Unknown
M
F
M
F
M
F
M
F
M
F
M
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Native American
Pacific Islander
White
Other/Unknown
M
F
M
F
M
F
M
F
M
F
M
0
0
0
0
0
0
0
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
%
CR
0
1 100%
0
0
0
0
0
0
0
0
0
Credit/No Credit Received by Students
Fall 2008
Ge
nde
Ethnicity
r
CR
NC
Total
African American
F
0
0
0
M
0
0
0
Asian (All other)
F
0
0
0
M
0
0
0
Asian/Cambodian
F
0
0
0
M
0
0
0
Asian/Chinese
F
0
0
0
M
0
0
0
Asian/Indian
F
0
0
0
M
0
0
0
Asian/Vietnamese
F
0
0
0
M
0
0
0
Filipino
F
0
0
0
Latina/o
Spring 2007
NC
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
Fall 2007
Total
0
0
0
0
0
0
0
0
0
0
0
0
0
%
CR
0
2 100%
0
0
0
0
0
0
1 100%
0
0
NC
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
1
0
Spring 2009
%
0
0
0
0
0
0
0
1 100%
0
1 100%
0
CR
NC
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
0
0
1
0
0
0
0
0
1
0
0
0
%
CR
0%
NC
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Fall 2009
Total
0
0
0
0
0
0
0
0
0
0
0
0
0
%
0
1
0%
0
0
0
0
0
2
50%
0
1 100%
0
21
Spring 2008
CR
NC
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
Total
0
1
0
0
0
0
0
0
0
0
0
0
0
%
0%
0
0
0
0
0
0
0
1 100%
0
0
0
Spring 2010
Total
0
0
0
0
0
0
0
0
0
0
0
0
0
%
0
0
0
0
0
0
0
0
0
0
1 100%
CR
0
0
3
1
0
0
0
0
0
0
0
0
0
NC
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
%
0
0
3 100%
1 100%
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1 100%
0
0
0
0
0
0
0
1
0%
0
EVC Art Department Program Review
9. Describe the roles of advisory boards or professional organizations
N/A
PART B: Curriculum
1. Identify all courses offered in the program and describe how the courses
offered in the program meet the needs of the students and the relevant
discipline(s).
The courses offered are as follows:
2D ARTS
*
ART 12
Two Dimensional Design
Units: 3
This course is an introduction o the theories and applications of two-dimensional (flat
surface) forming visual art and design. The student will use a variety of media, tools and
techniques in studying line form, volume, space, value, texture, balance, proportion,
movement, light and contrast.
*
ART 14
Color
Units: 3
This course is a study of the attributes of color. Lecture and studio practice explore the
theories and creative use of color in visual art and design.
*
ART 24
Beginning Drawing
Units: 3
This course is an introduction to the fundamental elements and compositional principles of
drawing. Lecture and studio practice will emphasize a variety of media, tools and techniques
in studying the elements and principles of drawing, including line, shape, value, texture,
perspective and composition.
*
ART 25
Expressive Drawing
Units: 3
Expressive Drawing is a further study of drawing elements, principles and techniques with an
emphasis on the expressive nature of drawing. Students will explore the process of turning
marks on paper into the visualization of emotions, ideas and reactions. Students will use both
outside references and work from their imagination in a series of drawings developing
personal imagery and content. A variety of traditional and non-traditional techniques will be
explored, including achromatic and color media.
*
ART 26A
Representational Drawing
Units: 3
This course is designed to provide a rigorous study of drawing based on observation.
Emphasis in on building skills to render what is observed in a naturalistic and illusionistic
manner, which includes a study of line, shape, texture, volume, mass, spatial relationships,
and linear perspective.
*
ART 55A
Life Drawing I
Units: 3
This is a beginning course in drawing from the living human figure. Fundamentals of life
drawing will be covered, including drawing shape, volume, mass, proportion, sub-structure,
foreshortening and the basics of human anatomy. Techniques include contour, gesture,
surface modeling, hatching, cross-hatching and tonal shading using a variety of drawing
media.
22
EVC Art Department Program Review
*
ART 55B
Life Drawing II
Units: 3
This course is a continuation of drawing the human figure, with emphasis on continued
practice of technique while developing a personal artistic direction. Topics covered will
include development of full-page composition, use of multiple figures, integration of color,
theme development, and refinement of personal style. Traditional and non-traditional
approaches will be explored.
*
ART 60
Beginning Painting I
Units: 3
In this studio course students will learn the fundamentals of painting technique including
application of color theory, development of composition, and various practices of applying
paint. Along with the development of technical skills, students will gain an understanding of
how the qualities of the painting medium can be used to express personal values,
observations and ideas. Traditional modes of representation as well as contemporary
approaches will be explored.
*
ART 61
Beginning Painting II
Units: 3
ART 61 expands the knowledge and technologies gained in Art 60, emphasizing
development of personal aesthetics and composition. Conceptual issues will be introduced.
Students will experiment with media, content and technique to further explore and develop
their aesthetic style.
3D ARTS
*
ART 13
Three Dimensional Design
Units: 3
This course is an introduction to the theories and applications of design in three-dimensional
form in space. Students study the elements and principles of design, using a variety of tools,
techniques, and mediums which may include wire, cardboard, clay, wood, plaster, and other
materials at the instructor’s discretion
*
ART 42
Sculpture I
Units: 3
This is a studio/lecture course which emphasizes three dimensional design projects in clay,
plastic, wood, stone, and metal. A survey of sculptural form, both historic and contemporary,
parallels individual student work. Many types of sculptural forms such as relief sculpture,
sculpture in the round, mobiles, stabiles, environmental, monolithic, linear, etc., as well as
representational and abstract forms are examined.
*
ART 43
Sculpture II
Units: 3
This course is a continuation of Art 52, with the opportunity for students to explore more
fully their particular interests in sculptural media, methods and ideas. The types and meaning
of sculpture in contemporary society are examined.
JEWELRY
ART 66
Jewelry Casting
Units: 3
This is an introductory course in jewelry and metalsmithing with an emphasis on casting
techniques. Students will study the history of jewelry from earliest times to the present.
Students will learn and use the elements of art structure and principles of design to create
their own unique works of art. Assignments will focus on design while exploring wax
modeling, core casting, photo transfer etching, and other methods for making cast jewelry.
23
EVC Art Department Program Review
ART 67
Fabrication Jewelry
Units: 3
This is an introductory course in jewelry and metalsmithing with an emphasis on fabrication
techniques. Students study the history of jewelry from earliest times to the present.
Assignments focus on design, while exploring a wide range of fabricating techniques such as
piercing, texturing, soldering, cutting, forming, bezel, and prong setting of stones, hydraulic
die, enameling, etc.
ART 68
Jewelry Raising
Units: 3
In this course metalsmithing techniques such as raising, shell forming, die forming, mold
making, chasing, repousese, and electroplating are introduced. Individual projects in jewelry
and hollowware, tool making, and other utilitarian objects are studied. Studio planning and
layout, health hazards of the metalsmith, job and career opportunities, and other topics are
covered.
ART 69
Jewelry Forging
Units: 3
In this course individual projects of special interest to each student are encouraged.
Advanced design assignments and technical projects in forging nonferrous metals and metal
forming are given. Critiques of contemporary gold and silversmiths’ work and the
development of individual styles of personal expression in jewelry and metalsmithing are
explored. Local and regional career opportunities are discussed.
ART 70
Art as a Business
Units: 3
In this course students will build on the technical skills learned in previous Art classes. Image
development, marketing strategies, manufacturing techniques and business skills are applied
to art production. Students use serial production techniques and other commercial
production skills to design and create a product for which they develop a generic business
plan. Pricing art (both wholesale and retail), as well as advertising, publicity, photography, tax
considerations, licenses, insurance and security are covered. This is a lecture/lab class and the
production of artwork is a major portion of the course.
ART 75
Advanced Jewelry Techniques
Units: 3
Students learn advanced jewelry and metalsmithing techniques including forging, raising,
casting, hydraulic press die forming, and photography for portfolio development. Individual
studio planning and layout, studio health hazards and safety procedures, job and career
opportunities in the jewelry profession and metal arts are other subjects covered in this
course. Student design and make individual projects in jewelry, hollowware, and utilitarian
objects.
DIGITAL MEDIA
ART 35
Graphic Design I
Units: 3
This course is a survey of graphic design fundamentals utilizing traditional media, techniques,
and computers. Students are introduced to visual thinking and to the process of graphic
design, a process which begins and ends with clear conceptual and aesthetic objectives.
Balancing conceptual and technical aspects of design, students develop the skills needed to
solve design problems and present solutions effectively in class projects. This course is
recommended for graphic design, DTP, illustration students and those pursuing careers in
multimedia and web design.
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EVC Art Department Program Review
ART 38
Graphic Design II
Units: 3
This course builds on the visual language achieved in Graphic Design I and further develops
communication skills, concepts and theories that create successful visual design. Topics
include combining and utilizing design principles and exploration of visual organization
theory and informational theory. Emphasis is placed upon developing an aesthetic which
recognizes the visual impact of typographic choices. Students who complete this course will
gain a further understanding of the principles of design and learn specific uses of design in
advertising, corporate identity design, Web, and interactive media.
ART 39
Introduction to Digital Video
Units: 3
This class focuses on the techniques of conceptualizing and making short films using
industry standard digital video software. Students will use some of their own imagery as well
as Internet resources to create professional pieces of video work. The class will help students
to develop their individual creativity while working around the typical financial and technical
constraints of a beginning artist. Students will be introduced to the history of film and video
art, copyright policies and web publishing.
ART HISTORY
*
ART 90
Art Appreciation
Units: 3
This is an introductory course to the appreciation of the visual arts. It examines the visual
arts drawn from a wide variety of media, cultures and time periods. Students will learn to
analyze art forms, technical procedures and the content of works. The function and
communication of visual arts within societal contexts will be examined.
*
ART 91
Survey of Art History:
Units: 3
Prehistoric Through Gothic
In this illustrated survey of art history from prehistoric times through the Middle Ages,
students will learn about architecture, sculpture, and painting and other art forms from
important centers of the western world. Students will learn to evaluate Art and do
comparative analysis of aesthetics and gain an understanding of how social, political, and
religious ideas affect art and how Art is affected by the values and philosophy of its time.
Topics include prehistory art, ancient Egypt and Mesopotamia, Greek and Roman
civilizations and medieval Christian and Islamic art,
*
ART 92
*
ART 93
History of Modern Art
Units: 3
This illustrated history of modern art explores painting, sculpture, design, architecture,
photography, and other art forms. Major schools of artistic expression explored include
Impressionism, Nabis, Symbolism, Expressionism, Cubism, Dadaism, Modernism, Social
Realism, Abstract Expressionism, Op, Pop, New Realism, Surrealism, Futurism, and
Survey of Art History:
Units: 3
Renaissance to the Present
In this illustrated survey of Western art history beginning with the Italian Renaissance in the
14th century and continuing to the present day, students will develop an awareness of how
social, political, and religious ideas have influenced artistic expression. Painting, sculpture and
other art forms are covered. Presentation of material is through visual presentation using
current technologies that include comparative analysis and critical evaluation of aesthetics.
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EVC Art Department Program Review
Constructivism. These will be studied as precursors of contemporary styles, attitudes and
issues. Students learn to evaluate art critically, and gain an understanding of how social,
political, and philosophical ideas affect art.
* Articulated with SJSU
The courses offerings in the Art Department are designed to satisfy the educational
goals of students who wish to eventually transfer to a 4-year art program. Bachelor
art programs throughout the country have a similar basic framework. The first year
of study is the “foundation” year. All students take the same core foundation classes
that give them the basic tools, vocabulary, skill sets, critical thinking skills and
historical background. The foundation courses typically include: A basic drawing
course; an intermediate drawing course; 2-D design; 3-D design; Color theory;
introduction to digital media; art history courses; and general education courses. In
the second year students break off into their major areas of study.
The EVC Art Department is designed to mirror the foundation education at 4-year
colleges and institutes, and allow students to begin their second year of area
emphasis.
Articulation to SJSU is particularly important. SJSU’s Graphic Design, Industrial
Design, and Illustration/Animation programs are ranks top five in the country. SJSU
is the most common school for transfer for EVC art students. The courses with a *
have articulation agreements with SJSU.
2. State how the program has remained current in the discipline(s).
 Faculty professional development activities
 Bringing current professional artists and designers to exhibit and lecture as part
of the Art Gallery exhibitions and visiting artists schedule
 Continual updating of courses and programs
3. All course outlines in this program should be reviewed and revised every six
years. If this has not occurred, please list the courses and present a plan for
completing the process, including timelines and dates for each course.
2D ARTS
ART 12 – 2D Design
ART 14 – Color
ART 24 – Beginning Drw.
ART 25 – Expressive Drw.
ART 26A – Representational Drw.
ART 55A – Life Drawing I
Art 55B – Life Drawing II
Date of
Last
Version
2004
2006
2006
2007
2007
2007
2007
26
Status
Will update in Fall 2012
Will update in Fall 2012
Will update in Spring 2012
Will update in Fall 2012
Will update in Fall 2012
Will update in Spring 2012
Will update in Spring 2012
EVC Art Department Program Review
ART 60 – Painting I
ART 61 – Painting II
2008
2008
Will update in Spring 2012
Will update in Spring 2012
3D ARTS
ART 13 – 3D Design
ART 42 – Sculpture I
ART 43 – Sculpture II
2004
1999
1999
Update is in progress
Update is in progress
Update is in progress
JEWELRY
ART 66 – Jewelry Casting
ART 67 – Fabrication Jewelry
ART 68 – Jewelry Raising
ART 69 - Jewelry Forging
ART 70 – Art as a Business
ART 75 – Adv. Jewelry Technique
2000
2000
1987
1990
1999
1996
Will update in Fall 2012
Will update in Fall 2012
Will update in Fall 2012
Will update in Fall 2012
Will update in Fall 2012
Will update in Fall 2012
2001
2006
2006
2010
2004
Update is in progress
Deactivated
Will update in Spring 2013
Deactivated
Deactivated
2009
2002
Will update in Fall 2012
Update is in progress
2002
Update is in progress
1992
Update is in progress
1996
2010
Deactivated
Current
DIGITAL MEDIA
ART 35 – Graphic Design I
Art 36 – Computer Visual Design
ART 38 – Graphic Design II
ART 39 - Intro to Digital Video
ART 98P – Digital Media Design
Portfolio
ART HISTORY
ART 90 – Art Appreciation
ART 91 – History of Art:
Prehistoric to Gothic
ART 92 – History of Art:
Renaissance to Present
ART 93 – Modern Art History
INTERDISCIPLINARY
ART 98 – Directed Study
ART 98A – Service Learning
Directed Study
4. Identify and describe innovative strategies or pedagogy your
department/program developed/offered to maximize student learning and
success. How did they impact student learning and success?
The following are examples of projects that demonstrate the variety of teaching
methods and innovative strategies utilized by EVC Art Department faculty:
1. Rachel Lazo, Color Class Project: “Found” Color Wheel
An important assignment in color theory class is to paint a 12-hue color
wheel. In tandem with this assignment, I also give an assignment for students
to create a “found” color wheel, where students are to find objects that
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EVC Art Department Program Review
already have a color and formulate a 12—hue color wheel. Students are put
in groups of 6 and the group works collaboratively to pick a theme and
decide who will find what color. This project does several things: 1) Makes
students more aware of the colors around them; 2) makes students think
creatively about what type of theme will their color wheel be based on; 3)
makes students differentiate nuances of color; 4) allows students to
experience working on a creative idea with a team. Some results of the
project were as follows: Shoes already in the students’ wardrobes; beverages
in clear bottles; candy
2. Amir Esfahani, Graphic Design I project
I was able to find a small local bay area company willing to engage our class
on the redesign their company website. All students were asked to mock up
concepts and drafts for certain parts of the redesign. They were given
dimensions for the proposed designs and resources and information about
the business. The final drafts of their designs were offered to the business
and are going to be implemented on the website by their web programmers,
who will work with the students on implementing the designs.
This lesson provided the students with a competitive real world scenario
from concept, to final mechanical, to implementation of their design. The
assignment also allowed them to see what it is like to work in a very modular
team driven environment, which is essential in today's technology industry.
3. Vera Fainshtein, Introduction to Digital Video project:
A lot of contemporary design and art practices involve collaboration. For this
reason, I often ask students to participate in small group critiques and
introduce 1 or 2 assignments that incorporate a collaborative aspect. In fact, I
believe that it's hard to talk about modern-day art practices and not to focus
on a multi-cultural, pluralistic vision of art. For example, one of the projects
in my "Intro to Digital Video" class, is a group project, which requires
students to produce a short film about their neighborhood or town. Students
have to work closely together while assuming various roles such as a
producer, video editor, photographer, reporter, etc. This project allows them
to learn from each other as well as to get to know their local community
better.
4. Masako Miki, Art Appreciation assignment and 2D Design project:
As a recent experiment in my Art Appreciation course, I incorporated an
activity related to the lecture topics of the textbook. Students created nature
installations based on the installation artist Andy Goldsworthy. They learned
to work as a group, discussing ideas, and executing their project as a group.
It was a successful collaborative process that resulted in interesting pieces
and presentations.
In my two-dimensional design course, I have another collaborative project
where students utilize collage and texture as visual elements and create
artwork based on a theme. In a smaller group setting, they learn to
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EVC Art Department Program Review
communicate and listen as well as form their own opinions about the given
theme. They also learn to create meaningful dialogue in the process of
deciding their project’s directions. I believe that collaborative projects
cultivate important skills that students that will use in real world scenarios.
5. Mi Ran Yu, Sculpture I & II project:
One of the projects that I give to my students is to ask them to challenge
works by influential artists. Every semester, I take my students to major art
museums in the Bay Area. After each field trip, I ask them these two
questions: 1) describe the works that inspired you the most and 2) describe
the works that inspired you the least. Often times, our conversation gets
more interesting when I ask them about their least favorite artwork. I ask
them why they do not appreciate such type of work and I also challenge
them by asking them to make an artwork in respond their reaction. With this
project, I often recognize students accepting responsibility for their emotions
and questioning as to why they feel a certain way. The works that students
produce as a result of this process often reveal their deep interests and it
opens doors to many interesting topics to research.
6. Paul Roehl, Art Appreciation assignment:
I find hands on strategies in lecture classes to be remarkably successful. For
instance, in Art 090, our art appreciation class, I introduce drawing through a
carefully controlled in class project that gives the student an opportunity to
understand immediately through doing. In the process of a fifteen minute
study based on a contour drawing (portrait) of the person sitting next to
them, the student is introduced to the idea of the picture plane, the
differences between conceptual and naturalistic approaches to visual imagery,
the notion of the formal quality of line and the difficulty and yet often
successful result of such an effort. Through the process of doing the tedium
of lecture and even group processes is broken as the student is directly
engaged with the unexpected requirement to actually perform as an artist.
When students are then introduced to the contour drawings of Matisse and
Picasso there is a palpable change in attitude and attention, since a direct
relationship between the artist and student is already established.
7. Mark Nobriga, Beginning Drawing Project “One Object - Two Views
(chiaroscuro homework project)”:
Draw 1 round-ish organic object (a lemon, an egg, a squash, a pumpkin, a
pear, etc.) from two different points of view. Be creative and come up with
two different compositions. Each drawing will be on a 1/8 sheet of drawing
paper (9x6 inches). Your tools and materials are: charcoal, erasers, a blending
cloth, and quality drawing paper.
The object should be lit with a strong light bulb on one side to increase
dark/light contrast (chiaroscuro). Draw the object, the table it sits on, and
the negative space. When you finish your drawings, tape them together side
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EVC Art Department Program Review
by side or one above the other, in a way that you think looks best
compositionally.
8. James Rohal, Art Appreciation Assignment:
Jim Rohal has developed a number of assignments that engage his Art
History and Appreciation students to think critically. In one assignment,
students analyze the curatorial decisions made in presenting a work of art in a
local museum and propose alternatives—for example, by researching and
writing new informational labels—they believe will be more engaging to
museum visitors. The project encourages students to recognize that their
active participation is necessary to learning, both in and beyond the
classroom.
5. Discuss plans for future curricular development and/or program (degrees &
certificates included) modification. Use a Curriculum Mapping form as
needed.
The Art Department is undergoing exciting changes in curriculum that will make the
programs more relevant and innovative.
The EVC Art Department currently offers three degrees as follows:
1. AS in Art & Design – Studio 2D Emphasis
2. AS in Art & Design – Studio 3D Emphasis
3. AS in Art & Design – Design Emphasis
These programs are designed to satisfy the foundational requirements of 4-year art
programs, and allow students to begin their second year area of emphasis.
In recent years computer technology has fundamentally transformed art and design
industries. The basic skills sets of making objects by hand are still required. However,
artists and designers must also have the ability to use various software platforms and
work with unconventional materials and formats. Art and design is more
interdisciplinary, collaborative and interactive than ever before.
While EVC’s foundational courses are our strength, EVC is behind the curve in
terms of innovative pedagogy. We can and will offer so much more to our students,
as you will see outlined below. We have many things working in our favor: dedicated,
innovative faculty, a new state-of-the-art Visual Arts Building, an Art Gallery, an
excellent collection of art and design materials in the EVC Library, and more. But
there are many hurtles that make the development of curriculum sluggish at best.
Regardless of the fact that four of the five disciplines in the Art Department are
without full-time faculty, and that the outstanding problems with the new Art
Building have resulted in classrooms and equipment that cannot be used, faculty are
optimistic that these issues are not insurmountable and that the Art Department will
continue to grow.
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EVC Art Department Program Review
Summary of Future Plans:
1. Greatly expand the Digital Media program to more fully serve transfer students
and career enhancement students, creating a Digital Media Design path and a
New Media path.
2. Greatly expand the 3D/Sculpture Department to prepare students for a broader
range of career opportunities.
3. Transform the Jewelry Program to a Small Metals Program that is housed under
the Sculpture Program, update certificate, create a new AS degree in Small Metal
Arts
4. Update the foundational arts courses and create a new AA degree in Foundation
Studies
5. Greatly expand the Art History course offerings to better serve the interests of
the community and create AS degree in Art History
Timeline:
Spring 2012
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Update ½ of course offerings
Implement SLO assessment matrixes
Update second half of course offerings
(Full-time faculty on sabbatical)
Write new Digital Media course
Write new Portfolio Preparation Course
Write new Art History course
Write new Sculpture course
Update AS Degrees
Create new AA degree
Write new Digital Media courses
Write new Digital Media programs
New AA degree and updates to AS degrees
to be implemented
Develop more Art History, Digital Media,
Sculpture courses
New Course – Introduction to Digital Media
SJSU’s Department of Art & Design is ranked within the top ten art schools in the
nation. Many of our students wish to transfer to SJSU and our programs are
designed to parallel SJSU’s foundation program. Recently SJSU added a new
foundational course called “Introduction to Digital Media.” The EVC Art
Department is currently creating an equivalent course for articulation and we will
need to add this course to our degrees. Creating art and design in digital media is the
industry standard, so offering this course as a foundational core class is fundamental
for art students.
New Course – Interdisciplinary Portfolio Preparation
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EVC Art Department Program Review
After students complete their foundational coursework, 4-year programs often
require a separate admission procedure to continue study in a major. For instance,
once an animation student at SJSU has finished her foundation art classes, she must
pass a portfolio review and interview, and hold a certain GPA in order to be
accepted into the animation program. The current acceptance rate at SJSU is 25% of
those who applied. Students can apply twice and no more. We are writing an
Interdisciplinary Portfolio Preparation class that would do the following for students
1) provide a higher level of critique analysis to push the students quality of work and
concepts; 2) provide students of multiple disciplines to give each other feedback and
to learn from each other; 3) provide students with tools to research 4-year art
programs and their appropriateness to students’ individual goals; 4) provide students
with the ability to set up their own on-line portfolio; 5) teach students how to
photograph their work; 4) teach students how to professionally display their work
(i.e. matting, framing).
AA in Foundation Arts
This would be a new degree that prepares students for transfer to SJSU and other 4year art programs. This degree would provide the transfer student with their GE
classes for transfer, foundational coursework in art and a couple electives in art and
would include the two new proposed classes above.
AS in Art & Design – Studio 2D Emphasis
As an AS degrees, this program requires more area units than GE classes. This
allows students to more fully engage in a particular area of emphasis. This degree
would be updated to include the new Introduction to Digital Media and
Interdisciplinary Portfolio Review classes.
AS in Art & Design – Studio 3D Emphasis
This program will be updated to include the two new foundation courses. The
Sculpture Department is also working on creating new courses to expand and update
the materials and technique being covered. The current trend in 3D design and
sculpture is a movement in “do-it-yourself” entrepreneurial projects. Artists and
designers are working with a multitude of materials integrated with technical
equipment. Artists and designers must have knowledge of all stages of their designs,
from the ability to quickly sketch out ideas, to creating hand-made maquettes, to
rendering them in 3D software, and generating the final output, whether hand-made,
and/or made with the assistance of computerized machinery. The EVC Art
Department will begin by created a few new classes bringing in new materials, such
as sculptural casting (to include algenates, silicon and plastics), a new fiber arts class
(paper making, dying, silkscreen, weaving, felting), and a new 3D modeling class
(perhaps Maya software). The courses would take students through the process of
visual ideation, to computer-aided design, to prototyping to final product. A CNC or
3D printer machines would be an important tool to enable the curriculum.
Jewelry Certificate
The Jewelry Program has suffered several critical blows in recent years as follows:
1. The new facilities were not designed correctly and are not safe or functional.
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EVC Art Department Program Review
2. The State requirements for certificates changed and the Jewelry Certificates were
not updated.
3. Our full-time faculty person has just resigned
Remaining faculty plan to update all courses, transforming the program into a
broader discipline of Small Metal Arts. (It is important to classify these courses
as “small” metal arts because to simply title it “metal arts” would imply that we
have a foundry and can accommodate larger than 6 foot fabricated metal
objects.) Metalsmithing or Small Metal Arts classes would be part of the larger
Sculpture Program. We have a state-of-the-art small metals facility and are
designing curriculum to take full advantage of it.
AS in Art & Design – Design Emphasis
With the loss of a full-time faculty in Digital Media in 2008, the program has
dwindled down to three classes. However, we currently have ambitious and
passionate part-time faculty who are formulating a direction for the Program,
bringing us back into the 21st Century. We will be creating two new AS degrees as
follow:
AS in Art & Design – Digital Media Design
This degree would prepare students for further education and careers in graphic
design, web design, web authoring, identity graphics and branding and many other
digital media careers. Courses would include Graphic Design I and II, and Web
Design I, II & III. This program would also require that students take the
foundational core studio art classes, as well as the 21 units of GE.
Certificate in Digital Media Design
This certificate is tailored to students who are retraining for industry, seeking
professional development, or life-long learners. The program would contain the area
study courses, some of the foundational art classes and no GE courses.
AS in Art & Design – New Media Studies
New Media Studies focuses on interactive design, video production, game design
new media fine art and digital imaging. Area courses would include Interactive
Animation, Game Design, and Sound Design for Digital Media. This program would
also require that students take the foundational core studio art classes, as well as the
21 units of GE.
Certificate in New Media Studies
This certificate is tailored to students who are retraining for industry, seeking
professional development, or life-long learners. The program would contain the area
study courses, some of the foundational art classes and no GE courses.
New course – Art 98I Art & Design Internship
An important component of the Digital Media Design and New Media Studies
Programs is the opportunity for students to work for companies in the industry.
Companies now require that internships be paid or that interns receive units for their
work. Most companies no longer take volunteers.
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EVC Art Department Program Review
New Art History Courses and AS Degree
Our Art History offerings are anemic compared to other community colleges. We do
not have a full-time faculty in this discipline. However, we again have energized and
dedicated part-time faculty who are updating courses and developing new ones. Art
History classes satisfy the Area C requirement for GE transfer, so they beneficial to
all EVC students. There are many new Art History courses that we would like to
add. One in the works right now is “Arts of Asia.” Also on the “hope to create soon
list” are “Women in Art,” “Arts of Latin America,” “Arts of North America,”
“Multicultural Arts of the United States,” “Visual Arts of Islam,” “History of New
Media Arts.” As one of the goals of the Art Program is to create more learning
communities courses and other types of interdisciplinary partnerships, Art History
courses are a natural bridge to other programs. See “Learning Communities” below.
Museum/Gallery Viewing Lab
This would be a new lab worth .5 units that all students enrolled in an art class must
sign up to take. The lab would require that students visit 2 museums or art galleries
in a semester and write a college-level paper (guidelines will be provided to students)
about the artwork(s) they experience.
Learning Communities and Other Multi-Department Projects
Art and design is an integral part of our daily lives, the future vision for the Art
Department is to more fully realize the interdisciplinary nature of art in the form of
learning communities classes and other multi-departmental projects. Art History
courses are fitting candidates for learning communities classes, with pairings such as
Art Appreciation and Philosophy, or Women in Art and Women in Literature, or
Arts of Northern America and US History. The development of new curriculum and
programs will include these types of cross-over projects.
6. Describe how your program is articulated with the High School Districts,
CCOC (if applicable), and/or other four-year institutions. (Include
articulation agreements, common course numbering, etc.)
The EVC Art Department courses are college level and do not articulate with high
school or CCOC courses.
The EVC Art Department is proud to have several courses articulate with those as
SJSU. Please see above chart for notes on articulation with SJSU.
7. If external accreditation or certification is required, please state the certifying
agency and status of the program.
N/A.
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EVC Art Department Program Review
PART C: Student Outcomes
1. On the course level, list all the courses that have current student learning
outcomes (included in the course outline) and provide link to the course
outlines for review purpose. Provide a plan and timeline to include student
outcomes for those courses that do not have one.
STUDENT LEARNING OUTCOMES CURRENT STATUS PER COURSE
Date of
Last
2D ARTS
Update Status
ART 12 – 2D Design
2004
Will update in Spring 2012
ART 14 – Color
2006
ART 24 – Beginning Drw.
2006
ART 25 – Expressive Drw.
2007
ART 26A – Representational Drw. 2007
ART 55A – Life Drawing I
Art 55B – Life Drawing II
ART 60 – Painting I
ART 61 – Painting II
3D ARTS
ART 13 – 3D Design
ART 42 – Sculpture I
ART 43 – Sculpture II
2004
1999
1999
Update is in progress
Update is in progress
Update is in progress
JEWELRY
ART 66 – Jewelry Casting
ART 67 – Fabrication Jewelry
ART 68 – Jewelry Raising
ART 69 - Jewelry Forging
ART 70 – Art as a Business
ART 75 – Adv. Jewelry Technique
2000
2000
1987
1990
1999
1996
Will update in Spring 2012
Will update in Spring 2012
Will update in Spring 2012
Will update in Spring 2012
Will update in Spring 2012
Will update in Spring 2012
2001
2006
2006
2010
2004
Update is in progress
Deactivated
DIGITAL MEDIA
ART 35 – Graphic Design I
Art 36 – Computer Visual Design
ART 38 – Graphic Design II
ART 39 - Intro to Digital Video
ART 98P – Digital Media Design
Portfolio
ART HISTORY
ART 90 – Art Appreciation
ART 91 – History of Art:
Prehistoric to Gothic
ART 92 – History of Art:
Renaissance to Present
Deactivated
2009
2002
Update is in progress
2002
Update is in progress
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EVC Art Department Program Review
ART 93 – Modern Art History
INTERDISCIPLINARY
ART 98 – Directed Study
ART 98A – Service Learning
Directed Study
1992
Update is in progress
1996
2010
Will update in Spring 2012
2. On the program level, list all programs (and degrees) that have current
student learning outcomes



AS Degree in Studio Arts – 2D Emphasis
AS Degree in Studio Arts – 3D Emphasis
AS Degree in Graphic Design
3. List or describe all assessment mechanisms you are using to evaluate SLOs.
Provide results of any analysis
a. Art and Design Projects
b. Quizzes
c. Papers
d. Annual Juried Student Art Exhibit
PART D: Faculty and Staff
1. List current faculty and staff members in the program, areas of expertise, and
how positions contribute to the program success.
Name
Rachel Lazo
Patricia Moran
Paul Roehl
Sana Makhoul
Masako Miki
James Rohal
Mi Ran Yu
Virginia Bowen
Mark Nobriga
Vera Fainshtein
Amir Esfahani
Lei Chi
FT
X
PT
X
X
X
X
X
X
X
X
X
X
X
2D 3D
Digital
Arts Arts Jewelry Media
X
X
Art History
Art
Art History
Appreciation Courses
X
X
X
X
X
X
X
X
X – MA in
Art
History
X
X
X
X
X
X
X
X
X
X
The Art Department is comprised of five disciplines. There is currently one full-time
tenured faculty in the Art Department with a service area in 2D Arts. In the last five
years, the Art Department has lost two full-time positions: in Digital Media; and in
36
EVC Art Department Program Review
3D/Sculpture/Jewelry. For the last six years the Art Department has requested that
the EVC Academic Senate recommend to the President a full-time hire in Art
History. Art History made the recommendation list in 2007 and 2008, and in 2009
was listed as the Senate’s #2 recommended new hire.
The lack of full-time faculty in the Art Department has been a disservice to our
students and community. Without a full-time faculty member with expertise in each
discipline, innovative pedagogical development in those areas is occurring at a snail’s
pace. This Program Review outlines a collaborative effort by current faculty for new
directions and curricula necessary to provide a relevant education to our students.
The full vision and implementation of these new directions is incumbent upon hiring
new full-time faculty with expertise in the disciplines.
The State Academic Senate recently resolved that each college can determine
whether or not a Masters degree in Art History is necessary to teach in that
discipline. Previously anyone with a service area in studio art and who felt qualified
could teach Art History courses. We currently have one part-time faculty who has a
Masters degree in Art History and several faculty who have degrees in studio art and
are excellent Art History instructors, and they are “grandfathered” in. Art
Appreciation is listed in the above chart in a separate column because a Masters
degree is Art or Art History is required to teach this course.
FULL-TIME FACULTY
Rachel Lazo
BFA in Painting from the San Francisco Art Institute
MFA in Pictorial Arts from San Jose State University
Areas of Expertise: Drawing, Painting, Color, Design, Art Appreciation
How Her Position Contributes to the Program Success:
Rachel began teaching in 2000, and taught at EVC and several other Bay Area colleges as a
part-time instructor for several years before becoming full-time tenured faculty at EVC in
2005. Rachel is a practicing artist who works in a variety of drawing and painting media. She
brings a variety of teaching methods to the classroom and strives to make the EVC Art
Department a dynamic, exciting and welcoming environment. Acting in a leadership roll,
Rachel is the only full-time faculty in the Art Department, and her organizational skills and
ambitions for the Department have created opportunities for students outside of the
classroom that enrich their experience at EVC.
PART-TIME FACULTY
Amir Esfahani
BA California State University Sacramento
MFA San Francisco Art Institute
Areas of Expertise: Drawing, Painting, Sculpture, Web Technologies and Design
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EVC Art Department Program Review
How His Position Contributes to Program Success:
Amir Esfahani's experience as an artist allows him to teach a very wide array of media in the
visual arts and design. He received his BA in drawing and painting from CSUS, and primarily
focused in sculpture at the San Francisco Art Institute. He began teaching multi-disciplinary
classes at the San Francisco art institute including collage, sculpture, mold making, and web
design. Along with his artistic endeavors, Esfahani currently consults web productions and
engineering teams for several fortune 500 companies, most notably Sybase, Dunn and
Bradstreet, Hoovers, and AllBusiness.com. This experience allows him to give his design
students lessons in real world scenarios and case studies. At Evergreen valley he has taught a
wide range of classes including Beginning Drawing, Expressive Drawing, Art Appreciation,
and Graphic Design.
Vera Fainshtein
M.F.A. Digital Media Art, San Jose State University
Areas of Expertise: Graphic Design, Web Design, Fine Arts, Digital Media Art, Video and
Installation Art
How Her Position Contributes to Program Success: Vera Fainshtein joined Evergreen
Valley College in 2007 as an Adjunct Lecturer and has taught Graphic Design 1, Design 2,
Art Appreciation and Intro to Digital Video. In addition, she is currently working on
developing new courses which will introduce students to the most up-to-date new media art
practices and technologies.
One of her main objectives is to create a positive learning environment in which students are
not discriminated based on their ethnic, religious or racial backgrounds, geographic and
cultural origins as well as sexual orientation and physical abilities.
Being an immigrant herself, she can relate well to students who might be having difficulties
learning due to the fact that English is their second language. While teaching, Vera uses
educational methods that allow for a variety of learning styles: power point presentations,
interactive software demos, field trips, online discussions, etc.
Since experimentation and innovation are highly significant in Vera's own artistic process, it
is of great importance to her to encourage in students the spirit of discovery as well as to
create a comfortable environment which allows for on open exchange of ideas. She believes
that the most interesting conversations about art and design arise when multiple viewpoints
and unique cultural perspectives are being contributed.
Lastly, once a year Vera leads tours abroad, which allow her students to learn firsthand about
the art, history and culture of various European countries such as Italy, England and France.
Masako Miki
M.F.A Master of Fine Art Degree in Pictorial, San Jose State University
Areas of Expertise: Basic and advanced creative process in two-dimensional art formspainting and drawing, critical thinking, problem solving, introductions to basic art history
38
EVC Art Department Program Review
How her position contributes to program:
I joined Evergreen Valley College in 2006 as an Adjunct lecturer and have taught Beginning
Drawing, Two-Dimensional Concept, Representational/Perspective Drawing, and Art
Appreciation. I have extended experiences of teaching at various institutions including
numerous community colleges like De Anza College, Santa Rosa Junior College, Ohlone
College, San Jose City College, San Jose State University, and University of California, Davis.
My professional art practices and years of experiences bring creative assignments and
learning processes which inspire students’ independent thinking as well as their
understanding of others.
I am aware of the unique characteristics of a community college, where we serve a diverse
community. As a native of Japan, I am aware of being part of the diverse community in the
Bay Area. I often include examples of art works, books, and projects that illustrate a variety
of cultures.
Paul Roehl
MA Fine Arts, San Jose State University
MFA Pictorial Arts, San Jose State University
Areas of expertise: art history including lower and upper division survey classes, art
appreciation and correlation of the arts classes. Studio classes including drawing, design,
color, painting and printmaking.
How your position contributes to program success: I contribute to program success
through the insights allowed by having started my education as a community college student,
as well as having considerable experience (25 years) in art education. I understand and have
great empathy for the difficulties of students who may be the first in their family to even
seek a college education, those with financial problems and those that need remedial help.
I've repeatedly taught every class in the western art history curriculum, I've developed and
written curriculum for both art history and studio classes including Humanities I at San Jose
City College and Correlation of the arts at Cabrillo College. I've also taught the great
majority of studio classes including printmaking, painting, drawing, design and others. I've
taught at seven different institutions of higher education including two universities and five
community colleges: I feel I bring a great deal of expertise and empathy to the classroom
whether in the studio or the lecture hall and always with a careful sensitivity to the
remarkable diversity and individual needs of our students.
Mi Ran Yu
PhD ABD in Philosophy, European Graduate School, Saas-Fee, Switzerland
MFA in Painting, San Francisco Art Institute, San Francisco, CA, USA
BFA with Distinction in Drawing, Alberta College of Art and Design, Calgary, Alberta,
Canada
Areas of Expertise: Drawing, Painting, 3D Design, Sculpture, Installation, Art History
Critical Theory and Practice, Urban Studies, and Philosophy
How Her Position Contributes to Program Success: Mi Ran Yu has been teaching
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EVC Art Department Program Review
drawing, painting, art history, 3D design, and sculpture classes at Evergreen Valley College.
Her diverse cultural and educational background is the biggest benefit to the EVC where
students are getting a great exposure to the international art scene. Mi Ran maintains this
diversity in her education and her practice through extensive travels to Europe and Asia
every year and also through her own PhD research in Philosophy. For example, Mi Ran
spent this summer in Venice, Italy to visit the internationally renowned Venice Biennale
Exhibition. Students had a chance to experience the exhibition through her extensive
documentation and videos of the event. This experience inspires many of her students to
participate in a Bi-annual 3D Design and Sculpture exhibition, which Mi Ran started when
she first joined the EVC in 2008.
Mark Nobriga
M.F.A. Fine Art, San Jose State University
Areas of Expertise: Painting, Drawing, Two-Dimensional Design
How Your Position Contributes to Program Success: As a visual artist and graphic
designer with more than twenty year’s experience I bring a wealth of technical knowledge to
the drawing, painting, and design classes I teach at Evergreen Valley College. Students from
diverse backgrounds as well as art and non-art backgrounds learn concepts and techniques
for creating successful works of art and design. I am dedicated to student success and offer
my students art education in a productive and safe environment where their work can be
evaluated by themselves, the instructor, and their peers, and learn and practice their craft.
Sana Makhoul
MA in Art History, San Jose State University, CA
Bachelor of Arts and Design in Environmental Design, Bezalel- Academy of Arts and
Design, Jerusalem
Areas of Expertise: Modern and contemporary art historian and curator. How Her Position Contributes to Program Success: I have joined Evergreen Valley
College in Spring 2007 as a part time faculty. I have taught since all art history courses
including art appreciation (Art 90), prehistoric to the Gothic (Art 91), renaissance to present
(Art 92) and modern art (Art 93). Also I have served on the gallery committee and I curated
an art exhibition. In addition, I recruited other artists to exhibit their artworks at Evergreen
Valley College where campus community was exposed to different artistic expressions.
James Rohal
B.F.A. summa cum laude in Painting with a minor in Art History, Boston University
M.F.A. Painting, University of New Hampshire
Areas of Expertise: Painting, Drawing, 2-D Design, Art Appreciation, Art History
(Ancient to Modern.)
How His Position Contributes to Program Success: The academic study of Art History
and Appreciation is well suited to elevating the academic performance of students who have
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EVC Art Department Program Review
struggled in other subject areas. I find that my background as a creative artist helps me to
engage my students in bringing an active mindset to the subject of art rather than passively
accepting the quality of what is shown to them. I have risen to the challenge of teaching at
EVC by improving my knowledge base of non-Western art, and am currently in the process
of writing class proposals for several non-Western areas of Art History. Identify and
describe innovative strategies or pedagogy your department/program developed/offered to
maximize student learning and success. How did they impact student learning and success?
I assign students each semester to critically evaluate the labels used to present works of art in
museums. The students write a paper in which they evaluate the strengths and weaknesses
of a label they've found in a museum, and then write an alternative label based on an entirely
different theme. The assignment not only challenges students to research a work of art,
consider how to present it to others, and build a convincing argument-- it also forces them
to discover the limitations of passively accepting knowledge presented by institutions like art
museums. The project encourages students to recognize that their active participation is
necessary to learning, both in and beyond the classroom.
Patricia Moran
[to be inserted]
2. List major professional development activities completely by faculty and staff
in this department/program in the last six years and state proposed
development and reasoning by faculty in this program.
Name
Rachel Lazo
Year
2007
Type of Activity
Conference
Description of Activity
Attended Foundations in
Art and Teaching (FATE)
conference in Milwaukee,
WI, attending
3-Person Exhibition at
Art Object Gallery, San
Jose
Traveled to London and
Paris to see major art
museums
Traveled to Lebanon to
see historical sights
Rachel Lazo
2009
Exhibition
Rachel Lazo
2007
Travel
Rachel Lazo
2009
Travel
Rachel Lazo
2009
Workshop
Monoprinting class
Rachel Lazo
On-going
Rachel Lazo
2010 –
2011
Visiting Art
Galleries and
Museums
Curating
Exhibitions
Go to see art galleries and
museums on a regular
basis
Curated several
exhibitions in the EVC
Art Gallery
41
Benefits to EVC
Attended workshops and
lectures on current and
innovative pedagogy
Maintain professional life
in Bay Area art community
Professional development
in seeing the major
museums of the world
Professional development
in seeing first hand
historical sights of the
Middle East
Furthering techniques in
printmaking
Supporting and learning
from local art scene
Bringing art to EVC
EVC Art Department Program Review
Name
Mark Nobriga
Year
2007
Type of Activity
Classes
Description of Activity
Attended Film classes at
De Anza College
Mark Nobriga
2008
Exhibition
Mark Nobriga
2008
Classes
Solo Exhibition
Testimonies and Tales:
Paintings/Drawings at
Los Medanos College,
Pittsburg, CA.
Attended Film classes at
CCSF
Mark Nobriga
20092011
(ongoing)
On-going
Collaborative
film work
Mark Nobriga
2007 –
2011
Exhibitions
Saná Makhoul
2007
CAA
Conference
Saná Makhoul
2008
Travel
Saná Makhoul
2008
Travel
Saná Makhoul
2009
Travel
Saná Makhoul
2009
Exhibition
Mark Nobriga
Visiting Art
Galleries and
Museums
Benefits to EVC
Broadening knowledge
base applicable to 2D arts
and design
Maintaining professional
life in Bay Area
community.
Broadening knowledge
base applicable to 2D arts
and design
Participated in
Professional experience in
collaborative film projects film/FX work expanding
with SF cooperative group and broadening knowledge
and experience in 2D art
Membership and
Support and education in
Attending art galleries and local art venues
museums on a regular
basis
Participated in group
Maintaining professional
exhibitions in non-profit
life in Bay Area
and commercial galleries
community.
in San Jose and San
Francisco
Attended College Art
Attended lectures and
Association (CAA)
workshops on innovative
conference in New York
ideas and tools for
City, NY
education in art and art
history.
Traveled to London to
Professional development
visit major art museums
in visiting major museums
and seeing art in person.
Traveled to Turkey and
Professional development
the middle east to visit
in seeing major art
major art museums and
monuments and museums.
historical monuments.
Traveled to Spain and
Professional development
Romania to visit major art in seeing first hand
museums and see
artworks and historical
historical sights.
sights.
Served as a guest curator
Working with other
for Passages exhibition in
community organizations
conjunction with the
in the bay Area to bridge
Golden Thread
relationship between
Production Theater’s
different institutions.
celebration of ReOrient’s
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EVC Art Department Program Review
Name
Year
Type of Activity
Description of Activity
tenth anniversary in San
Francisco.
As a guest lecturer
presented a paper, A
Genealogy of the Gaze: Arab
Representation in Western
Art, at the De Young
Museum in SF
Curated a group
exhibition, The F Word,
with different artists on
the theme of feminism at
EVC’s gallery.
Saná Makhoul
2010
De young
Museum San
Francisco
Saná Makhoul
2010
Curated
exhibition at
EVC
Saná Makhoul
2010
RAWI
conference at
University of
Michigan
Attended Radius of Arab
American Writers (RAWI)
Conference at University
of Michigan
Saná Makhoul
2011
CAA
Conference
Attended College Art
Association (CAA)
conference in New York
City, NY
Saná Makhoul
On-going
Visit art galleries and
museums on a regular
basis.
Saná Makhoul
2009 –
2011
Saná Makhoul
On-going
Patricia Moran
2008
Visiting Art
Galleries and
Museums
throughout the
US
Member of the
gallery
committee
Taking different
workshops on
campuses on
how to improve
my teaching
skills
Workshop
Masako Miki
2011
Exhibition
Masako Miki
2010
Exhibition
Served on the gallery
committee at EVC.
Took different workshops
in how to use new
technologies in the
classroom.
Attended a monoprint
printmaking workshop
One-Person Exhibition at
Latham Square in
Oakland
One-Person Exhibition at
43
Benefits to EVC
Joining other art
institutions in the area.
Bringing different artists in
the US to exhibit their
artworks on the theme of
feminism and to expose
campus community to
different artistic
expressions and fostering a
dialogue on the topic.
Attended the conference
and presented my research
paper, From Invisibility to
Controversiality:
Arab artists in the West.
Attended lectures and
workshops on art and art
history education. Also
networking with other
professionals in the field.
Learning and supporting
different art scenes.
Helping organizing,
planning different art
exhibitions at EVC gallery.
Learning new and different
technologies helps me
reach the different abilities
and methods of learning of
diverse students.
Expanding on techniques
in printmaking
Maintain professional life
in bay Are art community
Maintain professional life
EVC Art Department Program Review
Name
Year
Type of Activity
Masako Miki
2011
Public Art
Commission
Masako Miki
2011
Publication
Masako Miki
2011
Publication
Masako Miki
2011
Artist Residency
Program
Masako Miki
2011
Artist Residency
Program
Masako Miki
2011
Exhibition
Masako Miki
2011
Printmaking
Class
Masako Miki
2010
Life Drawing
Class
Vera Fainshtein
2007
(NY)
2008
(Dallas)
2009
(LA)
2007
Conference
Vera Fainshtein
2009
and
2010
Travel
Vera Fainshtein
2008
Travel
Vera Fainshtein
2011
Lead a Study
Abroad program
Vera Fainshtein
Exhibition
Description of Activity
Park Life Gallery in San
Francisco
Designing Utility Box in
Berkeley as Utility Box
Project
Image published SF
Chronicle “96hrs
Collector Poster”
Catalog published for
FineLife Magazine
A month artist residency
program in Vermont
Studio Center in Vermont
A month artist residency
program at Wassaic
Project in New York
A Group Exhibition at
Headland Center for the
Arts
Took a class of
Printmaking course at City
College of San Francisco
Took a class of Life
drawing course at Laney
College
Attended CAA (College
Arts Association)
Conference for university
and college instructors
Benefits to EVC
in bay Are art community
Had a large scale video
installation presented as
part of a juried art exhibit
in San Francisco
Traveled to Mexico and
Guatemala to learn about
Mayan art, culture and
architecture
Maintain professional life
in Bay Area art community
Traveled to Peru to learn
about ancient art of the
Incas, culture and
architecture
Traveled to Italy with my
students in order to
44
Maintain professional life
in bay Are art community
Maintain professional life
in the bay area art scenes
Maintain professional life
in national art community
Maintain professional life
and furthering
development as an artist
Maintain professional life
and furthering
development as an artist
Maintain professional life
in bay Are art community
Furthering techniques in
printmaking
Furthering techniques in
life drawing
Attended workshops and
lectures on contemporary
art and current and
innovative pedagogy
Professional development
in seeing first hand
archeological sites and art
museums of Central
America
Professional development
in seeing first hand
archeological sites and art
museums of Peru
Professional development
in seeing first hand
EVC Art Department Program Review
Name
Year
Type of Activity
in Italy
Description of Activity
introduce them to the art
and culture of this
wonderful country.
Will travel to London,
Paris, Florence and Rome
with my students to
introduce them to
European art and culture.
Took an HTML and CSS
class at EVC to improve
my knowledge of web
design.
Ph.D ABD in Philosophy
Vera Fainshtein
2012
Will lead a Study
Abroad program
in Europe
Vera Fainshtein
2011
Class at EVC
Mi Ran Yu
2011
Education
Mi Ran Yu
2011
Travel
Geneva, Switzerland and
Venice, Italy
Mi Ran Yu
2011
Seminar
Saas-Fee, Switzerland
Mi Ran Yu
2011
Work-study
program
L’abri, Switzerland
Mi Ran Yu
2011
Travel
Korea and Japan
Mi Ran Yu
2011
Review
Committee
Graduate student
portfolio review for San
Francisco Art Institute
Mi Ran Yu
2011
Exhibition
Mi Ran Yu
2010
Travel
Co-curated ‘Cut & Copy’
exhibition, hosted three
renown California artists
Zurich and Basel,
Switzerland
Mi Ran Yu
2010
Seminar
Saas-Fee, Switzerland
Mi Ran Yu
2008Present
Exhibition
Curated bi-annual
sculpture exhibition
45
Benefits to EVC
historical sights of
Florence, Rome and
Pompeii.
Professional development
in seeing first hand
archeological sites and art
museums of London, Paris,
Florence and Rome.
Furthering techniques in
web design and
programming.
To broaden my knowledge
in Media Philosophy and
Communication
Professional development
– to visit the major
museums in Geneva and to
attend Venice Biennale
Professional development to attend various
philosophy seminars
Professional development
– to attend philosophy
seminars and to perform
dissertation research
Professional development
– to visit the major
historical sites
To broaden network
among universities in
Korea and the U.S. and to
obtain exposure to various
artists
To bring professional
artists to the EVC
community
Professional development
– to visit major art
museums in Zurich and to
attend Art Basel
Professional development
– to attend philosophy
seminars
To establish the art
community at EVC and to
EVC Art Department Program Review
Name
Year
Type of Activity
Description of Activity
Amir Esfahani
2009
Travel
Japan, Visited historical
sites and art museums.
Amir Esfahani
2009
Exhibition
Amir Esfahani
2009
Travel
Amir Esfahani
2010
Exhibition
Amir Esfahani
2011
Exhibition
Amir Esfahani
2011
Exhibition
Amir Esfahani
2011
Exhibition
The Lab, San Francisco,
CA
China, Visited historical
sites in Beijing, Hong
Kong, and other cities in
China. Visited many art
galleries.
Soap Gallery, San
Francisco, CA
Soap Gallery, San
Francisco, CA
Lobot Gallery, Oakland,
CA
EVC Art Gallery
Amir Esfahani
2011
Travel
Amir Esfahani
2011
Workshop
Amir Esfahani
Ongoing
Paul Roehl
2011
Paul Roehl
Paul Roehl
2011
2011
Visiting Art
Galleries and
Museums
One Person
Exhibition
Group show
Group show
Paul Roehl
2011
Nomination
Paul Roehl
2011
Group Show
Paul Roehl
2011
Group Show
Patricia Moran
2011,
2010,
2009
2011
Exhibition
Patricia Moran
Oral
Taiwan, Visited many
historical sites, as well as
all the contemporary and
historical art museums in
Taiwan.
Printmaking class
Go to see art galleries and
museums on a regular
basis
Monterey Museum of Art
Benefits to EVC
support students’ creativity
Professional development
in seeing the major
museums of the world.
Maintain professional life
in Bay Area art community
Professional development
in seeing the major
museums of the world,
development in seeing first
hand historical sights
Maintain professional life
in Bay Area art community
Maintain professional life
in Bay Area art community
Maintain professional life
in Bay Area art community
Maintain professional life
in Bay Area art community.
Sharing instructor work
with the students at EVC.
Professional development
in seeing the major
museums of the world,
development in seeing first
hand historical sights
Furthering techniques in
printmaking
Supporting and learning
from local art scene
Professional Development
Robert Blitzer Gallery
Santa Cruz Art League All
State Juried Show Award
Rydell Fellowship in the
Arts
Open Studios, Santa Cruz
County Cultural Council
Stars, Santa Cruz Museum
of Art
Faculty Shows, Evergreen
Valley college
Professional Development
Professional Development
Faculty Exhibition, EVC
Thoughts and ideas behind
46
Professional Development
Professional Development
Professional Development
Students view work of
faculty member
EVC Art Department Program Review
Name
Year
Type of Activity
Presentation
Description of Activity
Patricia Moran
20092011
20092011
Life Drawing
Patricia Moran
Ongoing
Visiting Art
Galleries and
Museums
Patricia Moran
Patricia Moran
2010
20072010
Exhibition
Monotype
Workshops
Patricia Moran
2006
Alumni
Exhibition
Patricia Moran
2009
Exhibition
Patricia Moran
Ongoing
Studio Work
Patricia Moran
2010
Exhibition
Attended weekly life
drawing sessions
All-day workshops,
Merritt College, Palo Alto
Art Center
Membership and
Attending art galleries and
museums on a regular
basis
Bay Area Educators Show
Participated in monotype
printmaking workshops,
San Jose, CA
Helped plan and organize
Alumni Exhibition at
EVC
Opened studio to public,
PRO ARTS Open Studio
Work in studio on regular
basis
College of San Mateo Art
Faculty Exhibition
Patricia Moran
Life Drawing
Benefits to EVC
work is shared with
students
Furthering skills in life
drawing
Further preparation for
teaching life drawing
Learning and supporting
different art venues in and
outside the Bay Area
Professional Involvement
Furthering techniques in
printmaking
Helped bring art to
students done by EVC
alumni
Professional involvement
in Bay Area Community
Professional Development
Professional Involvement
3. Identify current schedule for tenure review, regular faculty evaluation, adjunct
faculty evaluation, and classified staff evaluation.
Evaluations and reviews of faculty are done in accordance with the FA Handbook.
4. Describe the department orientation process (or mentoring) for new full-time
and adjunct faculty and staff (please include student workers such as tutors
and aides).
New faculty hires are given an administrative orientation by HR and an Art
Department orientation by the full-time faculty member. Student evaluations and
peer evaluations are planned by the Division Dean’s office in accordance with the
Faculty Contract.
The Art Department currently has one student assistant who works for the Art
Gallery. Orientation, training, supervision and evaluation are performed by the fulltime faculty. This position is either a Service Learning position or a Work Study
position. Both the Student Learning office and the Work Study office require an
evaluation at the end of the work assignment.
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EVC Art Department Program Review
PART E: Facilities, Equipment, Materials and Maintenance
1. Identify and discuss the facilities, equipment, equipment maintenance, and
materials allocated to the program. Identify and explain additional facility
needs and rationale.
The Art Department had a new building erected in Fall 2009. The two-story building
houses the following facilities:
1st Floor: Lobby area, general lecture classroom, Art Gallery and gallery storerooms,
faculty offices, faculty workroom, multi-use restrooms, Jewelry Lab and storage
areas, 3D/Sculpture Lab and storage areas, and outdoor sculpture work area.
2nd Floor: Design Lab, Painting/Drawing Lab, locker bays, single-use restrooms, two
Digital Labs.
There are many aspects of the building that were never completed or were
completed incorrectly. There is an estimated $100,000 worth of equipment that has
yet to be unpackaged and has been unavailable for intended educational purposes.
Below is an area-by-area overview of the problems and needs.
3D/Sculpture and Jewelry Facilities: The Jewelry facilities were closed down
mid-term in the Fall of 2010 due to alleged unsafe working conditions. The
full-time tenured faculty in 3D/Jewelry is no longer an employee of the
District due to heath conditions that arose during his employment at EVC.
Since that time, the area has been closed and none of the new equipment has
been set up and is not operational. As a result, the Art Department has
suffered:
1. The loss of the full-time faculty in 3D/Sculpture/Jewelry.
2. The loss of the population of Jewelry students.
3. The temporary loss of the Jewelry Program, which will set the program
back years in terms of momentum.
4. The inability for 3D/Sculpture classes to use equipment to meet the
needs of the curriculum.
A consultant with expertise in creating metal and wood studio classrooms is
needed to ensure that the dust collection, ventilation, placement of
machinery and equipment, torches and welding equipment and electrical
systems are to code and safe. The remaining full time faculty in the Art
Department, Rachel Lazo, is not an expert in the discipline, but has outlined
below what she understands to be the main problems with the facilities. This
may not present the problems accurately and may not include all of the
issues, however, it is at least a starting point to understanding how to
proceed.
1. The dust collection system was designed to collect both metal dust and wood
dust into the same ductwork. This was deemed to be unsafe due to the
possibility of fire or explosion. Two separate systems need to be designed.
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EVC Art Department Program Review
2. In order to have two sets of duct work – one for wood and one for metal –
two dust collection machines are needed. The area was housed with one very
large machine. It is Prof. Lazo’s understanding that this machine is too large
for the needs of the space and maximizes the allotted draw for the HVAC
system. It should be replaced with two smaller units: one for wood dust
collection, and one for metal dust collection. It is uncertain whether the
existing dust collection machine can be coded to operate at a much lower
draw or whether it should be replaced with a smaller unit. (The dust
collection machine in the scene shop in the new Performing Arts Building
presumably is the adequate size).
3. The torch room does not have adequate draw for ventilation and this cannot
be increased because the current dust collection machine has maxed out the
HVAC system.
4. The casting area also needs adequate ventilation.
5. The power tools need to be positioned and spaced apart to comply with
safety guidelines. Placement of wood-only and metal-only machines needs to
be designed to take into account a re-design of the dust collection system.
At least three reports with recommendations on how to fix the problems in
the 3D/Jewelry areas were solicited by an outside environmental studies
group. All three reports were rejected in part by the former full-time faculty
member.
Rachel Lazo recommends that the District do the following:
1. Complete and fix the area for the purposes for which is was
intended. Even if the Jewelry Program were to be deactivated
completely, all of the equipment in the area is used by the
Sculpture Program. The dust collection, ventilation, welding
stations, and equipment and machinery all need to be safe and
operational whether or not the Jewelry Program persists.
2. Hire a consultant who has built and designed metal and wood working
classrooms to assess the problems and propose how to fix them. Cabrillo
College and California College of Art have metalsmithing/jewelry
programs and wood shops, with Cabrillo’s being built within the last 3
years. I recommend starting with those schools when researching a
consultant.
3. Retain an industrial hygienist or safety officer to insure that health and
safety standards are met and faculty safety concerns are addressed.
4. Include faculty in the planning process, rather than asking faculty to signoff on decisions after they have been made.
5. Hire a full-time tenure-track faculty in Metalsmithing/Sculpture/3D
Design who can coordinate and maintain the area.
Woodshops, small metals shops, torch rooms and welding stations are not
outlandish, obscure facilities on colleges. In fact, most 3D/Sculpture
programs offer these facilities to students. How the architects and engineers
built these classrooms so poorly is unfathomable. Why the District is not
suing the architects is a mystery.
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EVC Art Department Program Review
The Art Department believes that fixing the area for the purposes it was
designed will be the least expensive option for the District while maintaining
its good faith agreement to the community to build these facilities to house
the Arts.
2D Facilities:
1. Ventilation was supposed to be designed to accommodate the use of oil
paint, solvents, toxic glues and charcoal dust. MSDS sheets of all
materials to be used in the classrooms were provided to the architects in
the early stages of design. However, faculty and students do not believe
that ventilation is adequate. Two air quality tests were done that
concluded that nothing was wrong with the air quality in the rooms.
However, during the test, both students and faculty were overcome for
the fumes in the room and experienced light-headedness and headaches.
Students complain of blowing black gunk out their nose when the class is
working in charcoal (which is a standard material for drawing). Full-time
faculty Rachel Lazo has the following recommendations:
o Install an industrial fan that can be operated by a switch inside
the classroom. The teacher can flip the switch for 5 or 10 minutes
to exhaust the air. The doors can be propped open so as not to
create a vacuum in the room. The noise of the fan is acceptable
for 5 or 10 minutes of use. A fan would be needed in both VPA200 and 201.
o Install some kind of room ionizer that could be operated by the
instructor when needed to allow charcoal or pastel dust to drop
the floor.
2. Shades were installed on all classroom windows except for room 200A.
This room holds paper, which is very susceptible to continual, direct
sunlight. Dual shades (black out and partial screen) should be installed in
VPA-200A, just as they are on all other classroom windows.
3. After the opening of the new buildings there has been no area training
for health and safety issues. Training and implementation of regular
maintenance for toxic waste storage and disposal is needed.
4. A Spray booth is needed for use by all disciplines so that students can
safely use spray paint, spray adhesives and spray fixatives.
Art History Facilities:
1. The overhead lighting in the classroom was designed incorrectly. The
room has all-over florescent lighting, which is fine, but also has canned
spot lighting on dimmer switches that were placed incorrectly. The
canned lighting is to be used when the florescent lights are off and the
projector is on. They are meant to dimly illuminate the room so that
students can see their notes/quizzes/textbooks while viewing projected
presentations. There is a row of canned lights on one the side of the
room, which is great, but there is another row of canned lights right
above the screen. All the canned lights in the room are operated from
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EVC Art Department Program Review
one dimmer switch, so there is no way to have the canned lighting on
while using the projector. It is recommended that the canned lighting
above the screen be relocated to the side of the room that doesn’t have
canned lighting and that each set of canned lights be operated on
separate switches.
2. Hardware or software on the computer needs to be updated to allow
smooth streaming of video content on the Web.
Art Gallery Facilities:
1. Tools for Art Gallery totaling $1000
2. Laptop computer available for use by the student Art Gallery Assistants
3. Printer
4. Database to maintain a mailing list and for logging exhibit content
Faculty Offices and Faculty Workroom:
1. Copy machine. There is no copy machine in the Visual and Performing
Arts Buildings. One copy machine located in either building for the use of
all VPA faculty is needed.
2. There is a printer in the Faculty Workroom sitting there idle. Faculty
would like the laptop that the Art Gallery uses to print to this printer.
Faculty would also like to be able to plug in their laptops to print from
this printer.
General Use Areas:
1. Single-use bathrooms on the second floor are a potential safety hazard.
Students can lock themselves into the bathroom. Faculty have observed
more than one student coming out the bathroom at a time and has
smelled marijuana in the bathroom. It is recommended that these
bathrooms be operated by key and be designated for faculty/staff use.
2. There are display cases in the hallways that were never completed and
have a faulty locking design. These cases were designed for faculty to
exhibit class projects. This is a very important feature at every art school
because it allows students to see what types of projects are coming out of
particular classes. Due to the faulty design, student work has been stolen.
The cases were supposed to be lined with self-healing tack board, just like
the kind that line the critique walls in the classrooms. The architects
completely dropped the ball with these display cases.
a. Line them with gray, self-healing tack board like the kind in the
classrooms
b. Paint the edges of the cases gray to match tack board
c. Replace locking mechanisms or glass doors with a better design
d. Key all locks to one key
3. Fire extinguisher cabinets do not stay shut. Students can pull them open.
Fire extinguishers have been stolen.
4. Signage is needed to direct people to the restrooms and the sculpture area.
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EVC Art Department Program Review
2. Describe the use and currency of technology used to enhance the department.
Identify projected needs and rationale.
a. All lecture and studio classrooms are outfitted with a smart podium and
projector.
b. Some computer systems need to have upgraded software, such as flash
player, to allow for smooth streaming of video content off the Web, and
updated Adobe Reader.
c. The digital video labs need to have a localized server so that student can
store their work for faculty review.
d. The digital labs could also use another flat bed scanner.
e. The Art Gallery needs a laptop computer that the student assistant can use
(does not require faculty log in) for Art Gallery purposes.
f. There is a laser printer located in the Faculty Workroom, but no one is
hooked up to use it. The Art Gallery would like to have access, as well as
faculty who bring in portable computers.
g. A copy machine is also desperately needed on this end of campus. This can
be shared by both the Performing and Visual Arts areas and can be located in
either buildings’ faculty workrooms.
h. The Art Gallery would also like to have a portable digital projector to use for
exhibitions requiring this type of display. This should NOT be mounted as a
permanent fixture in the Art Gallery.
3. If applicable, describe the support the program receives from industry.
N/A
PART F: Future Needs
1. Current budget
A. Identify the budget currently allocated for the department through the
division budget (fund 10). Discuss its adequacy in meeting your
program’s needs
1001 – Art/Art History/Design-EVC $411,982
The current budget is satisfactory.
As the Digital Media, Sculpture/Metalsmithing, Art History, and 2D areas
grow we will have a greater demand for full-time salaries, instructional
supply, and instructional aides wages.
B. Identify any external (fund 17) funding the department receives and
describe its primary use.
There are no external (fund 17) funds.
C. Explain any grants or other external funding sources (partnerships) for
which your program is benefiting from.
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EVC Art Department Program Review
Since the opening of the new Arts Center, the EVC Art Department has
been seeking funding for the yearly operational costs to run the Art Gallery.
For three years the Associated Students have elected to fund a minimal
production budget for the Art Gallery as follows:
2009/2010
$1060
2010/2011
$1800
2011/2012
$3140
The Art Gallery also receives a work study position for a student(s) to serve
as an Art Gallery assistant. This position is needed in order to have hours
when the gallery is open to the public for viewing.
2. Explain any grants or other external funding sources for which your program
would be a good candidate. Do you have plans to apply for such sources?
The Art Gallery is seeking additional sources of funding to supplement contributions
from the Associated Students for operational expenses. The Art Gallery will also
seek funding for an Art Gallery Coordinator position or release time.
3. Please describe any unmet needs for your program and how you plan to
address them. Are any additional resources needed to accomplish your
program’s CTAs?
A. Facilities issues as outlined above
B. New faculty positions as outlined below
C. Appropriate insurance coverage for works on loan to the Art Gallery. Faculty
have been inquiring for years as the whether the District can obtain coverage
for works on loan. This would benefit both campuses and the libraries that
also have exhibitions. Faculty learned from the former director of facilities
that an appraisal must be obtained for each work and that the District is
“self-insured.” Requiring artists and designers to obtain appraisals of their
work prior to exhibiting at EVC is not standard practice and is unreasonable.
Faculty would like to see if a more reasonable plan can be acquired.
4. What faculty positions will be needed in the next six years in order to
maintain or build the department? Please explain. What staff positions will be
needed in the next six years in order to maintain or build the department?
Please explain.
The need for full-time faculty and an Art Gallery Coordinator has been explained
throughout this document. The positions are listed below without redundant
explanation.
A. Metal Arts and/or 3D/Sculpture full-time faculty position
B. Digital Media full-time faculty position
C. Art History full-time faculty position
D. Part-time Art Gallery Director or Coordinator or release time for faculty to
serve as Art Gallery coordinator
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EVC Art Department Program Review
5. Does your program require any additional facilities, equipment, and/or
supplies over the next six years (above and beyond the program’s current
budget)?
A. Spray booth
B. Tools for Art Gallery
C. Tools for sculpture area
D. Storage for sculpture classes
E. Servers in digital labs
F. Small-scale TIG and MIG welders and welding bench
G. SLR camera for documenting student work and faculty demonstrations
H. Copy machine located in one of the VPA buildings for use by all faculty
PART G: Additional Information
Please provide any other pertinent information about the program that these
questions did not give you an opportunity to address.
PART H: Annual Assessment: Program Faculty and PR Committee
Please attach copies of any annual review that you have completed in the last six
years (if applicable)
N/A
PART I: Resource Allocation Table
Item Title
Productivity (WSCH/FTEF)
Student Success Rate (Retention Rate)
Number of class sections offered by your
program
Changes in enrollment
Your Program’s Current Budget (from Fund
10)
Current External Funding (from Fund 17)
Future Needs: Faculty (Estimated Additional
Cost)
Future Needs: Staff (Estimated Additional
Cost)
Future Needs: Facilities (Estimated
Additional Cost)
Future Needs: Supplies (Estimated
Additional Cost)
Response
508.88
85%
25 - 30
100 student growth between Spr 2009 and
Spr 2011
$407,886
$3,400
$263,538
$4,474
50,000 (the extent of the problems with the
facilities needs to be determined by
consultant)
50,000
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