INSTRUCTIONAL PROGRAM REVIEW
Film, Television and Video
Applied Technology Department
2011
Riverside Community College District
Office of Institutional Effectiveness
Web Resources: http://www.rccdfaculty.net/pages/PR_status.htm
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Table of Contents
A. Mission and Relationship to the College
3
B. History
5
C. Data and Environmental Scan
10
D. Programs and Curriculum
11
E. Student Outcomes Assessment
14
F. Collaboration with Other Units
14
G. Outreach
15
H. Long Term Major Resource Planning
15
I.
Summary
15
J.
Recommendations to the Program Review Committee
16
Appendix:
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Instructional Program Review 2010
Film, Television and Video Discipline
(Formerly Telecommunications)
Applied Technology Department
A. Mission and Relationship to the College(s)
The mission of the Film, Television and Video Certificate and Associate Degree Program
is:
To provide a practical, industry-relevant technical educational experience that prepares
students for continued education, self-employment or entry-level careers in film
production, television and video production, motion graphics and audio engineering.
The discipline’s mission is consistent with the Riverside City Campus mission statement:
Riverside City College provides a high-quality, affordable education, including
comprehensive student services, student activities, and community programs, and
empowers and supports a diverse community of learners as they work toward individual
achievement and life-long learning. To help students achieve their goals, the College
offers learning support services, pre-college and transferable courses, and career and
technical programs leading to certificates or associate degrees. Based on a learnercentered philosophy, the College fosters critical thinking, develops information and
communication skills, expands the breadth and application of knowledge, and promotes
community and global awareness.
The FTV Program enables students to achieve individual goals in a broad range of the
constantly emerging media production field by focusing on the development of:
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technical skills in the use of industry-recognized equipment, hardware and
production methods;
problem-solving skills using situational analysis and critical thinking;
Industry-expectations of work ethics, reliability, teamwork and communication
skills.
The Program curriculum is structured to maximize students’ options to make flexible,
individualized education and career decisions. Students may participate in an opportunity
for lifelong learning by taking a single course to upgrade skills for a particular project.
Or, they may complete a certificate option that prepares them for entry level employment
in one of 4 industry-recognized concentrations. Students may also earn an Associate’s
Degree with transfer options and continue formal education at the Bachelor’s level.
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The Program is also learner-centered and designed to help students develop the
confidence in their skills and their ability to function effectively in the production
workplace.
Goals
Over the past 10 years, the Discipline’s goals have been:
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to expand curricular offerings to include digital production courses;
to align curriculum with industry expectations;
to provide flexible learning opportunities that can lead to continued education or
immediate employment.
These goals are consistent with the District’s goals to:
I. Utilize advances in information technologies to improve effectiveness of instruction,
services and administration.
II. Tailor programs and services to meet the needs of the students and communities
served by the three-campus District.
Values
The values that are integrated into the curriculum and pedagogy include:
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Supportive teaching and learning environment in which students are encouraged
to develop their strengths and weaknesses and to respect the strengths and
weaknesses of others;
Practical, hands-on teaching and learning that is consistent with industry
expectations, and to the extent possible, consistent with industry equipment;
Close relationship with industry partners;
Curriculum and teaching methods that incorporate industry values of
professionalism, reliability, adherence to deadlines, teamwork, problem solving,
and a can-do attitude.
The Discipline’s values are consistent with the District’s stated values:
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Student Centeredness
Teaching Excellence
Learning Environment
Tradition
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B. History
Prior to 1996, the Film, Television and Video Discipline (then known as
Telecommunications) was a part of the Performing Arts and Media Department. In 1996,
the discipline joined the Applied Technology Department because of the opportunity to
align with other disciplines with clearly defined career technical education outcomes,
flexible disciplines able to respond to dynamic industry conditions and opportunities for
interdisciplinary planning and resource sharing.
Since implementing the first certificate and degree program in 1997, the curriculum has
evolved to keep pace with rapid changes in media production skills and techniques. The
most significant of these is the industry’s conversion from analog production technology
to digital production technology, affecting teaching strategies, equipment and by
necessity, the curriculum. In 2007, the discipline changed its title from
Telecommunications to Film, Television and Video to more accurately reflect the
curriculum and educational outcomes. Film production courses were added in response
to increased student interest and the persistence of the film genre even in a digitallydominant industry. The decision to teach analog film production was confirmed by our
Industry Advisory Committee as well as by the Riverside School for the Arts curricular
initiative. RSA was instrumental in supporting the film curriculum from its inception.
As part of the RSA curriculum development under the guidance of Dr. Carolyn Quin,
FTV worked with English faculty members, Cynthia Morrell and others, to develop a
complimentary Film Studies Program. Both discipline faculty members were able to
work effectively to develop programs that support and extend the experience and
educational options for students interested in film production.
Over the next 3 years, FTV added some unique industry-specific classes such as lighting,
script supervising, production and planning. Each course brings skill-specific learning
outcomes that give students’ job-seeking edge in the industry. One course, FTV 72 Introduction to Lighting Design for Film and Television is the only known course of its
kind being offered and is taught by a well-known feature film industry professional. Film
processors at FotoKem handle film from colleges and universities all over the world
including LA’s most highly recognized programs at UCLA and USC. FotoKem
consistently reports to us that FTV students’ film quality surpasses that of more
prestigious schools due to its superior lighting. As more electives were added to the
certificate, students had more choices but needed more structure to their curriculum to aid
them in making focused course selections. As a result, the FTV certificate program was
reorganized in 2008. It retained the core required courses, but elective courses were now
grouped and focused into sequences that led to identifiable occupational outcomes. The
certificate pattern would consist of a core group of courses totaling 19 units and options
for curricular emphasis with the addition of 9 elective units in any of four areas: Film
Production, Television Production, Audio Engineering or Motion Graphics.
Consistent with FTV’s goal to provide flexible education and training options, FTV
became an authorized ProTools Training Partner with industry leader, AVID
(Degidesign). This industry designation gives us access to the corporation’s curriculum,
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reduced pricing, AVID website recognition, and industry certification for students who
complete the 3 course sequence. The first course in the sequence has passed Curriculum
and was taught for the first time in Fall 2010. The second and third courses in the
sequence are under development.
FTV has maintained its involvement in the planning and development of Riverside
School for the Arts. Although our hopes for a better location in a space designed for
RSA’s have not yet materialized, the interdisciplinary curriculum planning efforts to date
have proved productive and beneficial to FTV, PHO, ADM and FST.
Efforts to locate a suitable teaching/learning space for FTV continue. The most recent
possibility is a partial move to TCH A (scheduled for Summer 2011) for lecture
classrooms while retaining the studio space in 101LN. Although discipline, department
and administrative efforts have been consistent over the years, space issues related to
architecture, ADA and budget continue to evade solution.
FTV had student learning goals and discipline goals from the previous program review
and used these as a basis for planning program improvements.
Discipline Student
Learning Goals
To ensure students receive
training that is consistent
with industry standards
and expectations
To ensure teaching faculty
bring industry experience
to the classroom.
Strategies
Maintain consistent and
close working relationship
with Industry Advisory
Committee
Performance Indicators
-Revised curricular pattern
to include emphasis options
in recognizable
occupational areas with
input from Industry
Advisory Committee;
-Implemented planned
conversion from analog to
digital technology in
cameras, control room,
editing and lighting with
significant input from
Industry Advisory
Committee.
-Updated Course Outlines
to reflect industry
technology changes;
Identify seasoned
-Selected adjunct faculty
professionals in the industry with current and relevant
for adjunct teaching
industry production
positions.
experience.
-Faculty and staff
participated in professional
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development activities,
attended conferences, and
acquired new skills.
Include entertainment
industry career awareness
in the curriculum.
Include Student Learning
Outcomes in Course
outlines of record.
-Updated Course Outlines
to include student learning
outcomes and assignments
in career awareness;
-Implemented student
workshops in developing a
professional demo reel;
-Implemented an Industry
Professional Speaker Series
to bring working
professionals into the
classroom;
Expose students to
emerging technologies
through teaching methods
that include frequent field
trips to trade shows,
participation in
conferences, guest
speakers.
Seek opportunities to take
students out of the
classroom to learn in the
community and for
community resources to
come into the classroom.
-Implemented field trips to
industry workplaces
including sound stages, film
processing plants, film sets.
-Implemented visits to FTV
by industry professionals
including a visit by a
network
news
mobile
production van.
The success of the strategies can be measured by the success of our students in acquiring
entry level positions, their performance in local and regional production competitions,
recognition by members of the community for their work on a variety of community
production projects, feedback from industry partners and advisors who hire our students
and their success in transferring, excelling in and completing bachelor’s degree programs
in production. FTV students have placed 1st and 2nd in national Skills USA competitions
and have garnered a reputation for excellence at transfer colleges such as Cal State
Fullerton, Cal Arts, USC, Chapman and Cal State Northridge.
The student news
production, Inland Valley News, is an award-winning production and film shorts were
selected to stream on the 3C Media state-wide network. Students call us regularly to
report their on-the-job success and have begun to move into positions of responsibility in
which they recruit other FTV students.
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Discipline Goals
Increase collaborative
curricular planning.
Strategies
Performance Indicators
Work with other disciplines on
curricular initiative:
-Worked with English to
develop complimentary
Film Studies Program
-Worked with Music to
develop ProTools Audio
Training certificate option;
Work with other disciplines to
identify opportunities for
students to work in diverse
production teams.
.
Improve teaching and
learning facilities and
equipment.
-Worked with Cosmetology
to provide opportunities for
teamwork between
cosmetology students and
production students during
productions; cosmetology
students provide makeup
and hair services during
productions
-Worked with art to enable
art students to develop film
students’ storyboards for
film production
-Developed schedule class
Work with other disciplines to
lab time and share open lab
maximize space and computer
schedule with ADM and
lab access.
PHO.
-Plan cooperatively with
ADM and PHO to acquire
and maintain software
licenses
Identify outside funding streams Secured funding from a
required to enable FTV to
Carl Perkins grant that
maintain equipment and
enabled FTV to
facilities that are consistent with -Replace lighting with
industry expectations.
more energy efficient
appliances;
-Convert camera and
editing equipment from
analog to digital
technology;
-Upgrade control room test
equipment
-Acquire virtual set to
replace bulky, wooden set;
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-Acquire film production
equipment to support film
classes.
Provide professional
development
opportunities for
faculty and staff that
enable them to remain
current in industry
trends and practices.
Seek and take advantage of -Secured technical staff
training opportunities.
training in ProTools digital
audio recording that leads
to industry certification.
-Participated in a California
pilot program for electronic
portfolios in teaching and
learning.
Develop and cultivate Involve the FTV Industry
Advisory Committee in
close industry ties.
curricular planning, student
interaction and career
preparation.
Plan for increased
demand for skilled
production specialties.
-Implemented an industry
speaker series in FTV
classes.
-Implemented student field
trips to industry
workplaces.
-Met each semester with
FTV Industry Advisory
Committee.
-Included Industry
Advisory Committee in
course assessment process.
Ensure curriculum and classes -Developed and offered
lead to occupational outcomes courses with industryconsistent with industry needs.
specific skills designed to
increase students’
employability.
-Reorganized curricular
pattern to include focused
elective choices leading to
curricular emphases in
identifiable career fields.
The strategies employed to reach discipline goals have been successful in the following
areas.
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FTV is working with five different disciplines in 3 departments on curricular
planning and sharing.
A planned conversion from analog to digital technology is under way with the
systematic replacement of obsolete equipment;
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The Industry Advisory Committee is active and engaged with our program and
learners;
Faculty and staff are upgrading skills to keep pace with industry changes.
FTV’s best efforts have not been successful in the following areas:

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Additional teaching and learning space including studio;
College/District budgetary changes that enable FTV to plan for the replacement
and upgrade of equipment. At present, FTV is largely dependent on Perkins
funding to upgrade and acquire equipment for the program.
C. Data Analysis and Environmental Scan
Enrollment will remain flat with minimal opportunity to increase enrollment capacity for
the next three years. This trend is due to limitations of space as well as reductions in the
number of sections that the discipline can offer each semester due to budget cuts. Despite
the addition of more class options over the past 4 years, enrollments have only increased
by only 60 students from 2006 – 2008.
Most recent core indicator information for FTV shows that the program meets the
District’s and state’s negotiated levels for persistence and transfer at 86%. We anticipate
this trend to continue in the future. Due to the flexibility of the FTV certificate program
and an in-&-out pattern of single-course enrollments that satisfy immediate training
needs in the industry, persistence is difficult to measure accurately in our program. The
number of students who received certificates or degrees as transfer ready exceeds
negotiated levels by 11% and total 30 students for 2011. Of note is that completions for
nontraditional students also exceeds negotiated levels. However, FTV still falls 4.4%
below college negotiated levels for participation of non-traditional students. In FTV the
industry is male dominated; non-traditional students are underrepresented groups such as
women and economically disadvantaged students.
The efficiency rating for FTV remains below the 525 level at 430 in 2008, a trend that
will likely continue with some modest improvements set as a goal for the upcoming
review cycle. The hands-on nature of production classes by necessity requires a lower
cap than lecture classes, typically 20 students. It is notable that the efficiency rating has
increased 61% since 2005. The continued increase can be attributed to a realignment of
curriculum and adherence to a rotation schedule designed to maximize resources and
enrollments. The two-year course rotations enable students and adjuncts to plan their
own schedules. Today we feel that the class schedule is lean and enrolled to maximum
capacity, carefully rotated over a two-year period.
a. The demand for film, television and production classes is increasing due to the
explosion of opportunities for digital content----- broadcast, cable, internet,
gaming, smartphones, kiosks--- while the capacity to serve students is decreasing
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at times and flat at others due to limitations of space and budget. This trend surely
impacts our ability to grow and to meet the growing demands of the industry.
Until the College is able to allocate additional space to FTV, we will continue to
be unable to meet the growing demand for courses. Of great concern is the
industry ProTools certification program that is currently in curriculum
development (the first course is approved and offered.) Demand for this program
is great, with students from production and music seeking enrollment. A locallyapproved certificate option is under development that will generate great interest
among those seeking short-term opportunities to acquire in-demand technical
skills. It is an industry recognized certification that is unique in the Inland Empire
and has the potential to attract a large number of students. In addition, based on
our relationship with AVID as a ProTools training partner, we are being
considered as the first academic training partner for the newly released editing
software, Media Composer. With these two industry certification programs
available to students in one place and the close working relationship with industry
leader, AVID, FTV’s certificate and degree options will be in great demand. Our
concern is that we be able to accommodate the anticipated demand for these
programs.
b. Considering these trends, FTV is meeting the needs of learner populations given
the physical and budgetary resources available. However, we would like to
improve the efficiency score to be within 10% of the targeted 525, or a score of
472. This number is within range. One strategy that can be employed to meet this
goal is to over-enroll online classes in which there is more than a 50% drop rate.
Increasing the number of students allowed to add with instructor authorization will
ensure that the enrollment meets the class cap at census.
D. Programs and Curriculum
Over the past 3 years, FTV has made consistent efforts to maintain the currency of its
Course Outlines of Record and to update the certificate and degree patterns to reflect
changes in industry. To date, the FTV program and all CORs have to have been updated
to include:
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Program Learning Outcomes;
Student Learning Outcomes tied to General Education Learning Outcomes;
Up-to-date textbooks and other course material;
Expanded course topics;
Assignments
Reviewed for content match of prerequisites, co-requisites and advisories.
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Most recent curricular changes include:
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Reorganization of curricular pattern to provide certificate options in 4
occupational areas with appropriately grouped electives: Film Production,
Television Production, Audio Engineering and Motion Graphics.
Approval of the following new courses:
o
o
o
o
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FTV 72 – Introduction to Lighting
FTV 74 – Production Planning and Management
FTV 69 – Script Development Process
FTV 73 – Introduction to ProTools
Eliminated the cross listing between FTV 45 – Television News Production and
JOU 45 because Journalism was no longer in the same department with FTV.
Added a 1-unit co-requisite to FTV 45 – Television News Production to give
students appropriate credit for the number of hours they put into the course
outside the classroom and to give them extended access to faculty for
production assistance.
Deleted a 1-unit co-requisite from FTV 44 – Television Production.
All changes have been submitted through Curricunet.
Film and Television: Film and Television Production Certificate Program
Required Courses (29 units)
FTV-41 Introduction to Telecommunications
FTV-44 Introduction to Television Production
FTV-45 Introduction to Television News Production
FTV-43 Television Studio and Equipment
FTV-42 Writing for Broadcast Television and Radio
FTV-51 Film/Television Lab
FTV-38 Film/Television Production Project
Electives
Choose from list of elective courses
____________
3
3.5
3.5
3
3
1
3
9
Film Production Emphasis Elective Courses (9 units)
___________
FTV 12 History of Film
3
FTV-48 Short Film Production
3
FTV-65 Director’s Art in Filmmaking
3
FTV-68 Story Development Process in the Entertainment Industry
3
FTV-64 Digital Editing Principles and Techniques
3
FTV-66 Advanced Digital Editing
3
FTV-69 Script Supervising for Television and Film
3
FTV-70 Introduction to Final Draft Scriptwriting Software
1
FTV-72 Introduction to Lighting Design for Film and Television
3
FTV-73 Introduction to Pro Tools Digital Audio Recording
3
FTV-74 Production Planning and Management
3
ADM-69 Motion Graphics and Compositing with After Effects
3
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ADM-68 3D Animation with Maya
ADM-71 Adobe Photoshop
ENG-38 Introduction to Screenwriting
PHO-8 Introduction to Photography
THE-5 Theatre Practicum
FTV-52 Film/Television Lab
FTV-200 Film Television Work Experience
3
3
3
3
3
2
1, 2, 3 or 4
Television Production Emphasis Elective Courses (9 units)________________
FTV-64 Digital Editing Principles and Techniques
3
FTV-66 Advanced Digital Editing
3
FTV-67 Introduction to Video Production
2
FTV-69 Script Supervising for Television and Film
3
FTV-70 Introduction to Final Draft Scriptwriting Software
1
FTV-72 Introduction to Lighting Design for Film and Television
3
FTV-73 Introduction to Pro Tools Digital Audio Recording
3
FTV-74 Production Planning and Management
3
ADM-68 3D Animation with Maya
3
ADM-69 Motion Graphics and Compositing with After Effects
3
ADM-71 Adobe Photoshop
3
JOU-7 Mass Communications
3
JOU-1 Introduction to Journalism
3
THE-5 Theatre Practicum
3
PHO-8 Introduction to Photography
3
FTV-52 Film/Television Lab
2
FTV-200 Film/Television Work Experience
1, 2, 3 or 4
Sound Engineering Emphasis Elective Courses (9 units)__________________
FTV-11 Sound Recording and Reinforcement Techniques
or
MUS-11
FTV-63 Multimedia Sound Design Techniques
FTV-64 Digital Editing Principles and Techniques
FTV-66 Advanced Digital Editing
FTV-65 Director’s Art in Filmmaking
FTV-71 Sound Engineering for Audio in Media
FTV-73 Introduction to Pro Tools Digital Audio Recording
MUS-8A Introduction to MIDI and Digital Audio
FTV-52 Film/Television Lab
FTV-200 Film/Television Work Experience
3
3
3
3
3
3
3
3
2
1, 2, 3 or 4
Digital Media/Motion Graphics Emphasis Electives (9 units)_______________
FTV-60 Overview of Digital Media
FTV-64 Digital Editing Principles and Techniques
FTV-66 Advanced Digital Editing
FTV-73 Introduction to Pro Tools Digital Audio Recording
FTV-74 Production Planning and Management
ADM-68 3D Animation with Maya
ADM-69 Motion Graphics and Compositing with After Effects
ADM-71 Adobe Photoshop
ART-22 Basic Design
ART-23 Design and Color
3
3
3
3
3
3
3
3
3
3
13
ART-36 Computer Art
ADM-78A Multimedia Construction with Macromedia Director
ADM-78B Multimedia Construction with Lingo
PHO-8 Introduction to Photography
FTV-52 Film/Television Lab
FTV-200 Film/Television Work Experience
3
3
3
3
2
1, 2, 3 or 4
Associate of Science Degree
The Associate in Science Degree in Film and Television Production will be awarded
upon completion of the requirements for the certificate, plus completion of the graduation
requirements as described in the catalog, as well as electives totaling 60 units of college
work as required for the Associate Degree.
4/2010
E. Student Learning Outcomes Assessment
FTV has reported sustained progress in course-based assessments this academic year. All
courses currently offered by FTV are in stages of assessment with the data collected and
analyzed for more than half of the courses currently offered while the remainder are
designed and planned for implementation in the next scheduled offering of the course.
F. Collaboration with Other Units including Instructional,
Student Services or Administrative Units
FTV has continued its collaborative curricular involvement with RSA, now Coil School
of the Arts (CSA), for the development of an interdisciplinary media and arts program
focused on occupational readiness in the entertainment industry. We believe that the
FTV Program has an important role to play in realizing the mission of CSA and we look
forward to continued involvement.
The discipline’s collaboration with the English Department has been successful in
creating paired course and complimentary course options in FTV and the newly approved
Film Studies Program. FTV and English were able to forge a logical division of content
that enables both disciplines to offer courses that expand and extend student opportunities
for learning while respecting discipline boundaries and expertise. This effort has largely
been based on the determined efforts of selected faculty. The need still exists for the
College policies and procedures to support and guide such collaborative efforts,
especially in when academic and career technical disciplines are involved and in the face
of budgetary limitations.
Other successful collaborations have been forged between FTV and Art, Cosmetology,
Applied Digital Media, and Photography. The desire to accomplish these successful
collaborations is grounded in the disciplines’ desire to mirror the team working
environment evident in today’s media industry required to produce and distribute content
across multiple platforms.
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G. Outreach Activities
One of the most successful outreach activities has been a Perkins-funded initiative to
introduce students at feeder high schools to FTV’s program. We bring junior and high
school media students to the FTV studio for an interactive learning experience under the
guidance of advanced RCC FTV students. The experience is an opportunity for teachers
and faculty to share curriculum and program information. Students get a positive college
experience, meet peer mentors, and experience what the program will be like for them.
We have already current students who visited FTV in this program, graduated from high
school and enrolled at RCC to pursue a certificate or degree.
FTV faculty and students each year take part in the Career Fair at the Riverside
Convention Center, interacting with thousands of students, parents and community
members to answer questions and promote the program. In addition, FTV has renewed
and added articulation agreements with area high schools and media academies.
Students in the discipline have developed a reputation for production excellence in the
community and are frequently asked to provide production services. Currently, FTV
students are producing a living history series for Riverside County Courts; they are
recording interviews with all the living County judges to be included on the Court’s
website. They participated in the Riverside International Film Festival and produce the
RCC FTV Student Film Festival each semester.
H. Long Term Major Resource Planning
As it has been for every program review since the discipline’s inception, the long term
major resource request for FTV continues to be a facility or improved teaching and
learning environment. In an ideal world, it will be a space that enables other related
disciplines (ADM, PHO) to co-locate to the benefit of curriculum, space and computer
lab space.
I. Summary
FTV Goals and objectives
 Ensure the FTV Program remains an education and career option at RCC.
o Replace retiring faculty members with tenure track positions.
o Keep the curriculum lean, flexible and industry-relevant.
 Develop and maintain a teaching and learning space that is, to the extent possible,
and consistent with industry.
o Advocate for budgetary considerations that give equipment-based
programs a basis for planned replacement of obsolete equipment.
o Explore reasonable options for short-term solutions to space issues.
o Continue to seek long-term solutions to space issues.
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

Increase the efficiency rating for classes.
o Implement strategies with the consult of Institutional Research, e.g. adjust
lecture class capacity
Increase the number and success of non-traditional students who participate in the
program.
o Implement outreach to non-traditional students.
o Provide Supplemental Instruction Leaders in production classes.
The support FTV needs from the College is
 Continued consideration for space solutions;
 High priority for replacement of retiring faculty members at the earliest possible
time that budgets will accommodate. (Although both full-time faculty members
have retired in the most recent round of retirement incentives, they are both
committed to ensuring the continued presence and quality of the program.)
 Consistent support for the Supplemental Instruction Program. The SI Program
increases student success.
J. Recommendations to the Program Review Committee
Leave the data links active even after the Program Review cycle has passed or the
document submitted. No additional recommendations; job well done.
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Appendix
Extra data is available at:
http://www.rccdfaculty.net/pages/PR_status.htm see Annual Program Review Data
2010.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Demographic information (ethnicity, gender, age group, enrollment status)
Course Enrollments by time of day offered for each term
Counts of sections offered by term
Student Retention by course by term.
Student Success rates (two measures) by term
FTES generated by course and term
Weekly Student Contact Hours by course and term
Full-Time Equivalent Faculty by course and term
Percentages of student enrollments taught by Full-Time and Part-Time faculty
for course and term
10. Class enrollment by course and term
11. Grade point averages and grade distributions by course and term
12. Student success rates (two measures) by Demographics by term
13. Degrees and certificates awarded, if applicable
Additional information and assistance with data analysis is available upon request.
Please fill out a request form from http://academic.rcc.edu/ir/request_form.html
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