REVISED Departmental Dashboards (Annual): Fall 2014
Suggested Questions
Data to review can be found on the Shoreline report server in the appropriate division folder under
"Instruction." For information about accessing the report server, please see:
http://www.shoreline.edu/reports/report-server.aspx.
Table 1. Enrollment & Fill Rate
(DETAIL TABLE 1a.)
Core Theme 5: College Stewardship
What enrollment trends, if any, do you see, and what might explain them?
We are in line with the SCC numbers overall.
How well have sections offerings been balanced with fill rate?
As the data are presented, the clusters are not clean (can’t differentiate one course from another within the cluster). For
example, Art 260 is Independent Study with no class cap and is always 100% full whether we have 2 or 10 students
enrolled. However, Art 260 is clustered with other courses has a fill rate of 10 or 15% attached to it, which brings down
other fill rates.
“Arts” were photo seminars but they no longer exist and so numbers are again skewed.
What are the implications of these data for your area?
Clusters are a necessity in Art in order to offer the breadth of courses that we do but don’t make sense for other
departments. For example – another way to look at our fill rate is to group by discipline. In 2013-2014 our
overall fill rate was 84%. Grouped by discipline, we can see dramatic differences”
Drawing – 100%
Photography -82%
Ceramics-106%
3d – 83%
Painting-81%
2D Design 109-79%
Table 2. Enrollment by Sex, Ethnicity, and International Status
Core Theme 3: Access & Diversity
If applicable, what changes have you seen over time?
Shoreline CC Enrollment 2013 - 2014
American Indian/Alaska Native
138
1.3%
Asian/Pacific Islander
1373
13.1%
Black/African American
850
8.1%
Caucasian
4696
44.7%
Hispanic/Latino/a
733
7.0%
International
1225
11.7%
Other/Unknown/No data
1480
14.1%
International enrollment is going up and on the whole,
we in the studio arts are becoming more diverse
although we are in line with SCC gender trends.
Female
Male
To what extent are students of color and women
over- or under-represented in your courses?
(compared to Shoreline as a whole )
We have less than half the black population of SCC (3.9% Art
& 8.1% SCC) and double the international (11.7% in Art &
22.4% SCC) Students can only take a maximum of 2 art
courses as part of the general education requirements.
5405
4563
54.3%
45.7%
What are the implications, if any, of these data for your area?
In art, we better represented under-represented students than SCC at large. A concern is that international
numbers have gone up dramatically. While SCC numbers have gone up by roughly 30%, Arts have gone up 100%
since 2009/2010. Art is a visual language and it’s increasingly difficult to teach the language of art using English
when more and more students in studio classes have difficulty understanding the lectures and demonstrations.
It is a challenge we strive to overcome regularly in courses where we have clusters or levels or complexity.
Table 3. Enrollment by Modality
Core Theme 5: College Stewardship
If applicable, What are the implications of changes in proportions of online/hybrid/face-to-face classes?
We have hybrid courses in summers only in order to meet contact hours.
Table 4a – 4b. Course success rates
Core Theme 1: Student Success and Educational Attainment
Is the overall course completion/success rate appropriate for your area?
Not sure how pass/no pass grades are factored into the data or how Incompletes are factored in; a substantial number of
students take the evening clay class as pass/no pass. The data show that there is rigor in the studio courses.
What might explain any changes you see in course completion and success rates across years?
International student enrollment is up but success rate is slightly down (2.9%). If international students are being
encouraged to enroll but are finding their language ability to be an issue, this could account for some of those numbers.
Table 5. Course success by race, ethnicity, international status, and modality
Core Theme 1: Student Success and Educational Attainment
Core Theme 3: Access and Diversity
If applicable, what are some of the most striking or surprising differences in course completion/success rates?
Domestic students of color and International students generally have higher success and completion rates than domestic
Caucasian students.
What are the implications of these differences?
The differences are too small to indicate an implication. (for the English major in you)
Additional Data
Core Theme 2: Program Excellence
What curriculum changes have you made over the past academic year?
Photography seminars have all been moved to more traditional and more rigorous studio classes. We added a second level
of Printmaking.
Over the past academic year, what other actions has your program or department/discipline taken to
maintain program excellence?
We took steps to reinforce the darkroom in the photography courses based on research of surrounding programs and
transfer institutions. Matt went to the National Conference on Education for the Ceramic Arts, Natalie went to a Tip Toland
& Patti Warashina figure-sculpting workshop in Italy. Ceramics studio has been reorganized to better facilitate the
curriculum and learning. We have made associate faculty changes. We created and filled a full-time Studio
Art/Photography position, sort of.
Please describe activities over the past year related to assessing course-level and/or program level student
learning outcomes.
See above
Please describe any significant recognition received by the program, department/discipline, and/or faculty
over the past year.
Art students continue to submit their work for Spindrift. The student art clubs continue to be active with the campus with
shows and workshops.
Spindrift award ??
Core Theme 3: Community Engagement
Within your program or department/discipline, what have been the most significant activities related to
community engagement over the past academic year?
Please see below.
Please describe any community partnerships that have developed or strengthened over the past academic
year.
We finalized the CWU articulation agreement.
We ran a ceramics workshop with Highland Terrace Elementary.
The Clay Club held an exhibition at Shoreline City Hall.
[For professional/technical programs] Overall, how would you describe the current role of your advisory
board? To what extent has your advisory board influenced program changes in the past year?
[Click here to enter text.]
Review Summary
Overall, what would you say are the strongest aspects of your program or department/discipline?
Breadth of course offerings, AFA degree, Faculty
What areas need improvement?
Enrollment in 3D/Sculpture clusters and cross disciplinary knowledge.
Please describe 3 – 5 goals your program or department should be working towards in the coming year.
Please also indicate how you will know you have been successful in moving towards these goals.
Create stability in the photography program in
Meetings between our full-time photography teacher,
regard to faculty staffing and integrate the new
faculty into the studio arts curriculum.
other full-time faculty, our program manager and
associate faculty to discuss norming and program
direction will constitute success of this goal. Mariana will
successfully teach inside and outside the photography
program.
Create interdisciplinary knowledge of curriculum
in the following relationships: VCT/3D, Drawing
sections, 3D/Ceramics.
Success is measured by regular, public display of student
work and dialogue between faculty of differing
disciplines. Building meeting agendas, the Visual Arts
website and any interdisciplinary projects will also serve
as evidence of success.
Raise the profile of Visual Arts across campus and
in the greater community.
This goal will be measured by a strong record of: public
displays of work, community outreach and events that
bring the public to the Visual Arts Building.
Raise enrollment in the 3D/Sculpture/Design &
Materials clusters.
Success here is measured simply by enrollment numbers.
Goal
Goal
What additional numerical data, if any, would be useful for you to review on a regular basis?
Fixing the way in which we look at the data for our cluster classes. The data should reflect a better
understanding of what clusters mean. For example, 260s shouldn’t be included in some data because they carry
no load for instruction and skew the numbers that do. The numbers of senior enrollments and tuition waivers
compared to the rest of the campus. These numbers are relevant because they make the internal arts
community stronger and illustrate community engagement.