Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS ANNUAL INSTRUCTIONAL DASHBOARD: PROGRAM TRENDS PROFESSIONAL TECHNICAL PROGRAMS ( TO BE FO RM U LA TE D A S AN E LE C T RON IC D OC U M E NT ) 2010-2011 Program/Dept.: Digital Filmmaking Date: Is this program / department reviewed by any other agency? Yes X 11.18.11 No Please describe: External program review by Karen Demetre. 1. Enrollment: (Core Theme 1: Access & Diversity) 2007-08 All annualized (aFTEs) by discipline 55.11 Enrollment target for next year FTEs 2008-09 2009-10 65.02 FTEs 68.29 FTEs Maintain base Comments/Analysis of Enrollment Trends: 2. Staffing: (Core Theme 2: Program Excellence) Average student : faculty ratio by discipline 2007-08 2008-09 2009-10 21.75 21.25 23.4 FT faculty :PT faculty ratio .88 1.56 1.72 Number of Technical Support staff Pr hourly Pt hourly Pt hourly Comments/Analysis of Staffing Trends: When drama faculty is not teaching or on leave – these part time faculty pick up his classes – thus reducing film offerings. 3. Program Retention Rates (Core Theme 1: Educational Attainment/Student Success) (Note caveats on measures below) The % of students, enrolling in Fall Qtr with the program intent code who completed 15 credits by the end of the academic year Same for 30 credits Same for 45 credits Same for achieving 5 credits of quantitative reasoning % starts receiving a W, V, I or Z grade 2007-08 2008-09 2009-10 3 2 2 4 7 2 1 5 See belo w See bel ow Se e be lo w 4 9.0 9 Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS % starts who achieve a >0.7 grade 18. 09 % starts who achieve a >2.0 grade 72. 84 73 The 15, 30 and 45 credits referred to are any SCC credits. Refer to the Student Achievement Initiative (SAI). 4 PERCENTAGES A B C D F I N NC P V W Z A89 A90 B01 53.8% 47.5% 52.5% 17.1% 18.1% 15.3% 5.9% 8.8% 8.0% .2% 3.3% 3.8% 4.2% 4.9% 5.4% 1.3% .2% .8% .9% 0% 0% 4.0% 3.9% 5.7% 4.4% 5.1% 1.9% 1.3% 2.0% 1.5% 2.0% 2.8% .4% 1.5% 2.0% 1.9% Comments/Analysis of Class Completion Trends: Film discipline is new – classes used to be offered under different discipline. Data provided is difficult to obtain. 4. Financial Status: (Core Theme 5: College Stewardship) 2007-08 2008-09 2009-10 6.8 Average yearly cost per aFTE by program and includes tech support costs. Include only those courses in the program discipline. $* $* Program revenue (fees, other $ approx. $ approx. $5500 $ * State-funded Instructional costs (faculty salary and benefits) for the most recent academic year (2010-11) in theCinema/Drama/Performance Arts/Digital Filmmaking Program totaled approximately $ 229,208 (including summer quarter). Based on a total of 30.27 annualized FTES generated in state-funded courses during 2010-11, the estimated instructional cost (i.e. total faculty salaries and benefits divided by total AnFTES) was $ 7,572 per annualized FTES. $ approx. $6000 Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS sources) 5500 Comments/Analysis of Program Financial Trends: Cost analysis is skewed. Many of the classes are offered as the prof tech degree as well as academic transfer students. Fees cover part time hourly and incidental repairs on equipment. Students also co-support film revenue/expenses as their projects cross over. Although this cost estimate seems higher than some professional technical programs in the college, it is deceptive because most class rosters show less than 50% of enrolled students with intent codes for the program degree or certificates. 5. Number of Prof Tech degrees and certificates awarded each year by program: (Core Theme 1: Educational Attainment and Student Success) 2007-08 2008-09 2009-10 # Prof Tech completions by degree NA NA NA # Prof Tech completions by certificate 9 14 3 Comments/Analysis of Prof Tech degrees and certificates awarded each year: A89 – Total Completions ACTING FOR STAGE & CAMERA- CRT DIGITAL FILMMAKING TECH - CERT WRITING & DIRECTING/CAMERA-CRT 14 5 5 4 A90 – Total Completions ACTING FOR STAGE & CAMERA- CRT DIGITAL FILMMAKING TECH - CERT WRITING & DIRECTING/CAMERA-CRT 6 1 3 2 B01 - Total Completions ACTING FOR STAGE & CAMERA- CRT DIGITAL FILMMAKING TECH - CERT DIGITAL FILMMAKING TECH AAAS WRITING & DIRECTING/CAMERA-CRT 6 1 2 1 2 Faculty reports two other factors which impact student completion rates: some students gain skills and leave the program to take jobs (certificates are not required for employment) some students are on a four year plan (they stop out to work and then return at a future time) 6. Student Success: (Core Theme 1: Educational Attainment and Student Success) Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS 2007-08 Labor Market Demand for completers from local Labor Market Information (LMI) or other sources 2008-09 2009-10 14.1 Compared to percentages for Seattle-King County and Washington State, longterm growth projections are significantly higher in Snohomish County for actors, camera operators, film/video editors, and producers/directors. Since many students (36%) are seeking employment in the Seattle region they should be aware that jobs in this area may be more competitive than in areas further north (Snohomish County) Average time to completion Grade Distribution External recognition of faculty and/or program Strengths of the program See charts Faculty, students, and alumni of the program have been screening work locally and internationally at prestigious film festivals – Sundance, Seattle International Film Festival, Hot Docs International Film Festival, etc. The recognition they have received has boosted the reputation of the program. Enrollment increase for AAAS degree option in 2010-11 Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS Student-to-faculty ratio increased steadily over the last two years Non-white students comprise onethird of students and some groups have increased representation over the last two years Gender balance is good in the acting certificate option A range of age groups is served and the number of older students (over 24 years) is increasing Frequencies of Incomplete and Withdrawal grades have declined CURRICULUM Diverse course offerings prepare students for a broad range of occupations and support both workforce and academic transfer students Restructuring of course offerings has improved efficiency Solid foundation in technical skills for employment in the Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS field Strong general education components Excellent interdisciplinary focus which draws from related fields in VCT and Music Technology, Art and Art History Quality instruction with a focus on relevant societal issues Broad selection of plays/productions and multicultural components in the curriculum Many opportunities for experiential learning including required internships Note: Completion: % of starters completing with GPA of 2.0. Comments/Analysis of Student Success: The long-term outlook is optimistic since these occupations are predicted to have positive ten year growth (2008-18) in Washington State 7. Program Excellence: (Core Theme 2: Program Excellence) Curriculum How is the program kept up to date? The program underwent a large overhaul of the MCOs in 2009 – 2010. An AAS-T degree was added at this time as well. Faculty Qualifications Faculty self-assess as to what certifications and additional coursework are important. Labs, Equipment and Facilities Faculty have been regularly (at least twice a year since 2008) advising on the purchase of new equipment which included digital slr hd cameras, sound and lighting equipment. Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS Is the program aligned with industry standards; if so, what are they? Advisory Committee Resourcefulness. (Number of members, meeting frequency, outcomes of work in past year, etc.) Relevancy of course pre-requisites Level and breadth of staffing, including faculty qualifications and key professional development activities Our editing software – Final Cut Pro and Avid Media Composer – are the industry standards for film and video production in the region and in Hollywood. Our production equipment is designed to teach extensible skills, while remaining accessible to the Community College system. We meet twice a year. There are two committed members. The rest rotate on a regular basis. The conversations are fruitful, but the retention rate is low. Many of the committee members are working and their working schedules may prohibit them from attending regularly. Currently working to loosen some of the course prerequisites that have been identified as discouraging enrollment by the students. Currently there is no full-time faculty in the Digital Filmmaking department. There are three primary part-time faculty, all of whom work in the field and have had their work play at film festivals and television networks globally; two have advanced industry certifications. We have limited support staff – one lab aide who is paid from our lab fee budget and Mary Bonar who acts as Program Manager for our program and several others. Comments/Analysis of Program Excellence: The faculty in the department have diverse interests and expertise which allows them to teach and reach a breadth of students. 8. Program Costs : (Core Theme 5: College Stewardship) (ROI will be defined for each program type) Comments ROI = return on investment. ROI for the college from this program? (Ratio of annual completers to cost/FTE) Annual estimated cost to student? (tuition, fees, tools, etc.) What is the revenue potential of this program? Comments/Analysis of Program Excellence: 2007-08 $596. $ tuition table plus fees $based on fees 2008-09 2009-10 $469 $516 $tuition table plus fees $based on fees $tuition table plus fees $based on fees/enrollment Instruction cost varies year to year – some classes may be clustered with other disciplines. This data is very difficult to obtain accurately due to the crossover of transfer and academic classes. Faculty are not specific to one discipline. Upgrade the sound system in the large theatre to enable the college to generate revenues from rentals for film showings 9. Important Partnership Potential: (Core Theme 3: Community Engagement) What are the ‘like’ programs at nearby colleges? Relationship to an industry cluster? Comments Similar programs have been eliminated at other CCs. We are uniquely alone due to the interdisciplinary approach of the degree. Edmonds, Bellevue, LWIT Edmonds and LWIT Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS Linkages to the Five Star Consortium? Program support potential from partners? K-12 linkages? Yes- many students are transferring here due to elimination at other schools. Edmonds and Seattle Central. We are articulated with CWU’s Film and Video studies program. Students who earn our AAS-T in Digital Film Production can transfer into CWU’s program as juniors & complete their last two years towards a BA degree there. Yes, prof tech articulations and advisory committees. Currently prof tech articulations will be undergoing revisions in early spring. We are looking forward to revamping and reconnecting with those schools. Comments/Analysis of partnership potential: 10. Program Reputation: (Core Theme 2: Program Excellence) Comments External recognition of program? Program’s connections at SCC or other colleges? Uniqueness of the program? Faculty, students, and alumni of the program have been screening work locally and internationally at prestigious film festivals – Sundance, Seattle International Film Festival, Hot Docs International Film Festival, etc. The recognition they have received has boosted the reputation of the program. CWU articulation, DTA degree, SFI articulation. NWFilm articulation. We are unique in that we are one of the last film/video programs in the area at a community college. We offer an interdisciplinary approach to film and video production with a higher emphasis on academic transfer credits than our peers. We are the only place in the region that offers classes in both Final Cut Pro and Avid Media Composer (editing software). Analysis of program reputation: The program’s reputation is growing partially due to the success in recent years of the faculty, students, and alumni work at prestigious film festivals. Also contributing to this is the new requirement for the AAS-T in Digital Film Production that students complete an internship. Students have been working at some of the high end production facilities in town – Clatter & Din, Victory Studios, and Biz Kids. Several has secured job offers from these appointments and increased the reputation of the college and the program by doing so. 11. Relevance to the College Mission: (Core Theme 4: Access & Diversity) Comments What is the program diversity mix? Analysis of relevance to College Mission: Asian 6 Hispanic 4 Multiracial 4 Nat Hawaiian 1 Native AM 1 Other 1 White 31 Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS The faculty has started a scholarship for underrepresented voices behind the camera to help attach a wider variety of students. We have articulated with Reel Grrls, a non-profit focused on teaching high school girls how to make films and videos. We have also won several grants to encourage activities that bring in outside female and minority filmmakers and support the activities of those students in our program. 12. Summary of Curriculum Changes in the past year: (Core Theme 2: Program Excellence) Activity List Explanation for Activities Undertaken Courses Added Courses Deleted MCO clean up Delete old and dual listed courses Courses Modified MCO clean Titles and prerequisites Planning Sheets Revisions Clean up Titles and clean up. Social networking, revenue generation Workload for social networking is limited, rental revenue is recoginized in the theatre but will require sound upgrades. Films – for festival submissions “WATCH” and also working with ESL program. Advisory Committee Recommendations Other Development Activities Non-Traditional Delivery Courses Professional Development Activities Unmet needs FILM 285: Screenwriting (online for the first time Fall 2011) Faculty recertification Avid Media Composer and Apple Final Cut Resources for program support PLAN: Continue to explore grant and revenue generation. Comments/Analysis of relevance to curriculum changes in the past year: We are actually in the middle of updating several of our prerequisites from the large reworking of our MCOs in 2009 – 2010. However, since we have not completed those actions we don’t feel it is appropriate to put these courses on this list yet. We also hope to update our planning sheets for our certificates in the next year. 13. Program Outcomes (Core Theme 2: Program Excellence) What are the program’s identified student learning outcomes? Describe how the program assesses student Comments 1. Explain the basic history, theory, and aesthetics of film and video production; 2. Produce effective digital video programs in a variety of styles; 3. Use digital video cameras, lighting, audio equipment in studio and field production settings; 4. Plan, script, and direct a program from pre-production through post-production; 5. Collaborate on video productions in multiple crew positions; 6. Use non-linear editing systems and other post-production software to create digital programs; 7. Demonstrate knowledge of professional set behavior, collaboration techniques, and ethics; and 8. Demonstrate familiarity with various filmmaking industry opportunities in the Puget Sound region and beyond. When we rewrote these outcomes a couple of years back we Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS learning for these program outcomes? embedded appropriate program outcomes into the required coursework and learning outcomes for different classes. For example, POG #1 is reflected in several of our courses outcomes. In Cinema 201 LO #5 is “Identify and analyze the impact of history, culture, and related media on cinema”; in Film 256: Video Production I outcome #3 is: Identify the historical and cultural concepts of image composition and aesthetics; in Film 265: Editing I: Avid Media Composer there are multiple course outcomes that speak to this POG: #1. Identify and analyze major shifts in editing theory, technology and technique throughout the history of cinema, #2. Examine and analyze the impact of Eisenstein's Soviet Montage Theory, and #3. Analyze the impact editing style has on emotional resonance, story, actors' performance and meaning as well as the cultural specificity of audience interpretation; Assessment occurs through projects, essays, group evaluations, self-assessment and industry interaction. We recently have begun tracking POGs #7 and #8 more diligently. Students who are pursuing the AAS-T are required to do an internship. We have recently begun to formalize the process and it now includes doing a self-evaluation at the end of their internship as well as having their site supervisor doing an evaluation of their work that they review with the student before sending to the faculty supervisor. We have also just begun requiring our students to create resumes and show reels of their work before exiting the program. Requiring these products would also help show that students have completed all our POGs. It would also help to show the professional world or their intended transfer school what kind of skills they have. The reel/resume requirement is still an area that needs formalization and development, but that we see as an important aspect to our student’s journey through the program. How has the program used the results of its program assessments for program improvement? We have been listening to student, alumni, and advisory committee feedback to improve our program and class assessment goals. Alumni actually requested that we create a requirement that students create reels and/or resumes of their work before they leave the program. That is why we have incorporated this goal into our coursework. Analysis of relevance to Program Outcomes: 14. Other Influencing factors, internal and external: (Core Theme 2: Program Excellence) Describe any non-college-related (external) factors that have significantly influenced your program during the last year: Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS Describe any college-related (internal) factors that have significantly influenced your program/ department during the last year: We have started to offer more online and hybrid options for our students. Success or failure is dependent on the students who need the required classes. Some students like the hybrids for more lecture based courses. 15. Summary of Actions taken in past year: (Core Theme 2: Program Excellence) Program Objectives from last year Accomplished/ Still in progress? Modified? Analysis of actions taken in past year: 16. Final Summary Comments: Please take time to review the December 2011 program review. Summary of discussion between the Dean and faculty: (general insights and findings, concerns, indicated action and follow-up) Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS