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