Y 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Fine Art BFA Q
Date Submitted to Department/Division Chair: 11/25/14; section 6D revised 6/22/15
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
Mission:
To properly instruct aspiring young artists in the tools, techniques, vocabulary, traditions and history of the visual arts so
that they will have the technical and intellectual preparation necessary for the development of dynamic, thoughtful, and
personal artistic statements. It is our hope that students from the Department of Art and Design matriculated in the Fine
Arts Program will create works of art that speaks to our shared humanity by manifesting visual sophistication with
conceptual depth. With that said we promote creative solutions that engage with the complexity of living in a
technologically augmented global society.
Program Quality:
St. John’s University’s BFA program in Fine Arts is the only program within New York City that is part of a large
comprehensive university and also is accredited by the National Association of Schools of Art and Design (NASAD). This
fact positions us as a leader in offering a visual arts curriculum of the highest quality, within a university, that also
provides students access to a broad liberal arts education. This fact allows our student access to the tools necessary to
create works of real depth and meaning. Testament to this is the dynamic and culturally relevant exhibition students in
the Thesis Seminar create for the Dorsky Gallery in Long Island City each year. The 2014 version of this show was
glowingly covered in the Times Ledger.
The BFA in Fine Arts is the nationally and professionally recognized degree for those seeking to enter professions in the
visual arts. The Fine Arts at St. John’s instructs students in the tools, techniques, vocabulary, traditions and history of
their chosen profession. Students in the program receive the technical and intellectual preparation necessary to develop
their creative work; they learn the problem solving processes that are standard in their industry. Through careeroriented courses such as Internship, Studio Seminar and Thesis Seminar they are given the necessary tools to make
informed career decisions.
The challenge faced by the Fine Arts program is the difficulty we have recruiting high achieving high school students.
This is broadly connected to three things:
1. For a small program spreading the word about the great work we are doing is a time consuming problem that needs
constant attention and coordination with other areas of the university.
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LAS_FA_ARTS_BFA_Q
2. Because of the combination of the high number of credits needed to receive a BFA degree and the strict structure of
the University Core Curriculum students are not able to take full advantage of the range of courses offered outside of
the art program.
3. The limited and scattered nature of our facilities restricts the space needed for students to create larger more
ambitious works. While this situation did improve this year with the design of a designated area for Thesis students, we
are still a long way off. Also, because of our facilities limitations we have vey few offering in three-dimensional art, which
is a drawback for some students.
Market Growth Potential:
The Bureau of Labor Statistics outlook for Fine Artists is for continued growth and employment opportunities in the
many diverse fields of visual arts. The need for creative artists to design and illustrate products in 2D & 3D media and
digitally is fundamental in all areas of the manufacturing industry. The types of professional opportunities for creative
artists are diverse: from website design, to creating site-specific murals, stage sets design, jewelry design and
illustration, working with architects and interior decorators, etc. In addition to the traditional media that artists work in,
the use of electronic and digital media is all pervasive in contemporary culture. This technological revolution has created
a new area of unprecedented growth that is providing unique and expanding employment opportunities for visual
artists.
Aside from the employment opportunities available to artists, growth is also expected to continue for the “selfemployed” artist who works in a wide range of materials and techniques to create original works of art for sale and
exhibition. Usually these artists are represented by an art dealer, and their work exhibited and sold via a commercial art
gallery. Two factors that are supporting growth in this area is the improving housing market which has increased
demand by Architects and Interior Designers for original works of art, and the emerging opportunities for artist to sell
their creations over the Internet.
Careers for the Visual Artist:
Artist-in-Residence/Artist-in-Schools
Serigrapher / Silk screener
Costume Designer, Court Artist
Digital Imaging
Foundry Work
Gallery Administrator
Master Printer/Print Studio Owner
Model Maker, Muralist
Painter, Sculptor, Printmaker (freelance, commission)
Portrait Painter/Sculptor
Stage Set Designer
Illustrator
Multi-media specialist
Package Designer, Product Designer
Computer Artist/Digital Lab Technician
Web Designer, Webmaster
Arts Administrator, Art Dealer
Art Consultant
Art Director
Tableware Designer
Toy Manufacturer and Designer
Wall-covering Designer
Automobile specialty painter
background artist
basketry artisan
Concept Artist
Billboard designer
Book jacket designer
caricaturist
Cartoonist
Ceramic tile artisan
Ceramicist
child/day care worker
Children's book designer
children's book illustrator
Color consultant
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Carpet Designer
Curator, Writer, Critic
Greeting Card Designer
Court artist Exhibition Designer
Fabric and Textile Designer
Furniture Designer
The U.S. Bureau of Labor Statistics (BLS) Occupational Employment and Wages outlook published during May 2013 for
Fine Artists, Including Painters, Sculptors, and Illustrators with a Bachelor’s degree and related workers to have average
growth of 3–7 % from the period 2012 – 2022.
Source: (http://www.bls.gov/ooh/arts-and-design/craft-and-fine-artists.htm#tab-6).
The median annual wages for craft and fine artist occupations in May 2012 were as follows:
•
$44,850 for fine artists, including painters, sculptors, and illustrators
•
$29,600 for craft artists
•
$59,840 for all other artists and related workers
Source: (http://www.bls.gov/ooh/arts-and-design/craft-and-fine-artists.htm#tab-5)
Student Learning
Small studio classes, limited to 15, offer a competitive edge against other programs in the region, which usually average
25-30 students in studio classes. Students in our program frequently communicate with their departmental mentor or
advisor, as well as participating in frequent informal contacts with faculty members.
In their senior year, students have the opportunity to transform the knowledge they have acquired in the classroom into
valuable, sought after skills, either through the completion of a thesis project or an internship, depending on their
selected profession within the field. They work closely with a faculty member of their choice, yet also receive feedback
from the department as a whole.
Our rigorous assessment methods emphasize individual and group portfolio critiques that measure and track students’
progress in all areas of creative and personal development. These critiques allow students to get thoughtful and
comprehensive feedback from the broad array of perspectives that the Department of Art and Design faculty embodies.
The many juried and non-juried opportunities the students have to exhibit their creative work on the Queens campus
are also part of our assessment process. The most prestigious of these events is the end of the year student exhibition
held in the Dr. M. T. Geoffrey Yeh Art Gallery, and the senior thesis exhibition. For the past four years the Department of
Art and Design has held its BFA Thesis Exhibition off campus at the prestigious Dorsky Gallery in Queens. This show is
designed to give our BFA thesis work maximum exposure in a professional gallery space in the heart of one of New
York’s most creative communities. The event not only acts as a launch point for current students’ entry into the
professional art world, but it also draws alumni, SJU professors, administrators, and other members of New York’s art
world.
Fine Arts Courses offered through the Study Abroad program distinguish our program and give it a competitive edge;
these include: Drawing and Design in Rome, Art and Architecture in Italy, Painting in Paris. Faculty supervise field trips
to museums, galleries, and pertinent NYC locations. We draw on the diversity of creative talent in New York City through
formal and informal invited speaker programs. The Dr. M. T. Geoffrey Yeh Art Gallery offers dynamic global and
interdisciplinary arts programming that is in line with the pedagogical goals of the program.
Students study global dimensions of contemporary and historical art in courses presented under the topics PreColumbian Art, Latin American Art, Contemporary Art and Culture and Women in the Arts.
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The faculty in the Fine Arts Program is well recognized for its contributions to professional, creative and scholarly work.
Our faculty lecture and exhibit nationally and internationally. Faculty have extensive publishing records and professional
experience and are extremely active members in academic and fine arts communities in New York and beyond.
As our program has become stronger, the quality of the incoming students has improved. We have recently seen a
marked improvement in the depth and sophistication of the creative work being done. Graduates of the BFA in Fine Art
program are accepted by prestigious visual arts graduate programs including: the School of Visual Arts in New York, The
School of Design at The University of Pennsylvania, Hunter College, Pratt Institute and the Maryland Institute College of
Art.
The Fine Arts curriculum represents the key component of the first and second year experience for all students in
various BFA programs. Additionally the Fine Arts program of study offers multiple sections of a variety of courses, which
serve as general electives for students’ university-wide.
Significant changes, achievements (by faculty and students and the program itself), and plans for the future

Major revisions to the BFA program in Fine Arts were made during the summer and fall of 2010. A committee of
Fine Art Faculty restructured the BFA/Fine Arts Curriculum to improve course sequencing, resulting in better
continuity from entry level to upper level areas of study, and creating new courses that enable students to
develop independent, rigorous, life-long approaches to studio art practice. As a result of this work, four new
advanced level courses were created. Three of the new courses were added to the Fine Arts majors’ junior and
senior years as required courses, and one is available for them to take as an elective choice.
The new required courses, “Studio Seminar I,” “Studio Seminar II” and “Criticism, Theory & Practice”, are
designed to engage students in more intensive research, discussion and outcome. These courses emphasize the
formal, visual, and theoretical competencies needed to create independently driven studio work. The new
courses also address contemporary issues within the visual arts, and provide students with the necessary
framework to make connections between art, theory and methodology in their own work.
“Special Topics,” is available as an elective course and will provide students with opportunities to engage with
the core subject matter and methodology in the history of modern and contemporary art through focused,
supervised research, writing, critical thinking and classroom exchange. Topics are designed to enhance
foundational knowledge and skills developed in “20th Century Art” and “Contemporary Art & Culture 1945present.”
The study of art history is a required component of the BFA in Fine Arts. There are four required courses that
are part of the major: Art 1710: History of Art I and Art 1720: History of Art II; Art 2750: Twentieth Century Art
and Art 2790: Contemporary Arts and Culture 1945-present. A new addition to the fine arts curriculum is a
required seminar Art 2800: Criticism, Theory and Practice, which encourages student investigation into the
potential applications of contemporary theory and criticism within their studio work, its presentation, and their
articulation of their work’s relationship to a contemporary context. Art History courses take advantage of New
York City’s museums and galleries to encourage students’ first-hand study, research and analysis of works of art.
Another major focus of art history classes concerns the teaching and refinement of students’ skills in writing.

M.A. MUSEUM ADMINISTRATION
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LAS_FA_ARTS_BFA_Q
In Fall 2015 the Department of Art and Design will launch its first master’s degree program in the area of
Museum Administration. Conceived to mirror the variety of specialized expertise required to work in varied
professional positions in museums -- including collections management; curatorial; education; and technology -the program is also part of an interdisciplinary consortium focused around collecting-based institutions that
encompass libraries and special collections. Students may augment their studies in the Art and Design
Department’s program, with courses in the areas of Public History and Archive Studies.

BFA FINE ART / M.A. MUSEUM ADMINISTRATION track
Currently in planning is a five year B.F.A. /M.A. track that would broaden course offerings focused on the
museum field to attract fine arts majors (who already undertake 12 credits of art history courses that are
preparatory requirements for the M.A. degree). A well-kept secret is that museums are major employers of
artists, not just art historians.
The program includes a 3 or 6 credit internship, capstone project or thesis; and would be the first in the
department to capitalize on the well-established, successful and economically efficient/attractive five-year B.A.
/M.A. delivery model. The goal is to offer BFA Fine Art students career opportunities in the arts, which capitalize
on their skills and support ongoing, lifelong creativity in their chosen field.

In addition to the curricula changes and new course additions, the Department of Art and Design enhanced the
senior thesis experience with the opportunity to exhibit their work at a New York City art gallery. St. John’s
University’s New York City location provides us with unique potential in this area. This goal was accomplished for
the very first time for the 2011 BFA Thesis Exhibition. This inaugural off-campus exhibition of student work was
organized by the Department of Art and Design, in cooperation with the Dorsky Gallery Curatorial Programs, and
during April 2014 the 4th Annual Thesis Exhibition was held at the Dorsky Gallery.

Recent faculty achievements included exhibitions at the Bronx River Arts Center, Bronx, NY, Leonard Pearlstein
Gallery, Drexel University, Philadelphia, PA, The Simons Center for Geometry and Physics, State University of
New York at Stony Brook, to name a few. Faculty work has been added to the permanent collection of a number
of private and public collections including, The New York Public Library, and the San Diego Museum of Art.

Recent students have entered MFA graduate programs at The School of Visual Arts, The University of
Pennsylvania and SUNY Stony Brook. Our Fine Arts graduates are also employed in internationally recognized
New York Galleries and have worked for the prestigious Pace Prints workshop that produces fine and limited
edition prints by some of today’s leading contemporary artists.
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
The Fine Art Program at St. John’s University fosters the spiritual, intellectual and aesthetic growth of all students
through the discipline of art and design. We pay careful attention to the welfare of students through small classes,
personal attention in and out of the classroom and responsible advisement procedures. Our low faculty student ratio
allows faculty to act as individual advisors for every student. Students participate in Service Learning as part of their
required classes. Projects in both lower and upper-level classes consistently reinforce strong ethical values,
environmental stewardship and social consciousness. It is the goal of the Fine Art Program for students not only to leave
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LAS_FA_ARTS_BFA_Q
prepared for financial success but also for them to realize that their strong ethical and aesthetical values can contribute
to making the world in which we live a better place.
The following departmental initiatives provide evidence that our program supports the Catholic Identity of St. John’s
University:

Study Abroad Programs in Rome and Paris are designed in part to provide BFA / Fine Art students a deep
connection to the rich cultural heritage of Christianity.

All students in the Fine Arts summer program in Rome participate in service activities designed to allow them to
interact with and serve the poor.

BFA Fine Arts students involve themselves in programs like The Very Special Arts Festival, and exhibitions related
to Founders Week.

Students are always encouraged and mentored to use their skills to advance causes that affect those who are
less fortunate. For example in the Spring of 2014, students in Thesis Seminar spent the afternoon working with
at risk high school students in an after school art program through The Bronx River Arts Center/ BRAC.

Students participate in Service Learning as part of class requirements.
The following departmental initiatives provide evidence that our program supports the metropolitan character of St.
John’s University:

Fine Art Students participated for many years in a citywide exhibition at The National Arts Club, which featured
the best art students from all of the art schools in New York City. Our students won prizes each year they
participated.

Students submit work and exhibit in several venues in New York City and Long Island, such as SoHo Photo
Gallery and the Syosset Library. Our students have also exhibited their artwork in an Internationally well-known
gallery in Rome, the Pulomone Pulsante.

The majority of students who choose to do an internship do so within New York City institutions such as Lincoln
Center, The Metropolitan Museum of Art, Harper-Collins publishers, and many, many more. In addition to
interning at corporations and businesses within the metropolitan area, some of our students have interned
abroad, for example, in Italy, Japan and Thailand.

Every semester, individual classes design field trips so that students are exposed to the rich artistic and cultural
offerings of New York City. Specific courses, such as Art in New York, which run multiple sections each year, are
designed to expose the general student to the museums of New York City.

We have an active visiting artist and lecture series where all faculty bring in highly acclaimed professional artists
from varying disciplines to showcase and discuss their work and artistic practice. This gives the students an
opportunity to see a wide range of work and to have the artist present and accessible for questions and advice.
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LAS_FA_ARTS_BFA_Q

The annual senior thesis exhibition for the past four years has been held at the Dorsky Gallery, located in Long
Island City.

Students who attend St. John’s University are fortunate to be able to study in one of the most vibrant creative
cities in the world. The diverse nature of the student body mimics the dynamic work environments that our
students are likely to find themselves in. As an international creative hub, New York City offers more
opportunities and jobs for young artists than anywhere else in the country. The high concentration of creative
talent means that there are numerous on-campus speakers and lectures by artists, illustrators photographers
and designers each semester that are organized by faculty, the University Art Gallery and our student run Art
Club. It is not an understatement to say that our students are spectacularly successful at securing internships
compared with peer institutions in other parts of the country. Our internship placement rate is 90-100 percent
each year and much of that is due to our proximity to New York City. While the city is a vital component of our
student’s education, the urban environment and nature of St. John’s University Queens Campus is excellent
preparation for working in a career as a visual artist. The metropolitan character of St. John’s University is a vital
component of our program and contributes enormously to the success of our students.
The following departmental initiatives provide evidence that our program supports the Vincentian Identity of St. John’s
University:
The Fine Art Program considers the deeply personal nature of the education our students receive as
strong evidence of St. Vincent’s call to serve with deep empathy and humility. Fine Arts students
regularly participate in Service Learning projects and help with the Very Special Arts Festival.
In the BFA Fine Arts program we recognize that one of the ways that service learning can be most
relevant and meaningful is when it is directly connected to and tailored to a student’s field of study. To
that end we have developed service learning opportunities that are seamlessly integrated into
classroom projects and curricula. We also realize that service can be defined in multiple ways. We have
students who are engaged in projects that serve the university and the local community, such as the
anti-drinking and anti-smoking media campaigns that students have worked on and by creating work for
exhibition based on that years Vincentian Theme for Founders Week. But service through the effective
communication of pertinent information is a growing area of specialization within our discipline and
students are encouraged to create work that takes advantage of this way of using information as an
opportunity to provide service.
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/our-mission/vision-statement. (Suggested limit 1/3 page)
The BFA Fine Arts Program fosters the spiritual, intellectual and aesthetic growth of all students through the discipline of
art and design. We are student centered in our approach to teaching and pay careful attention to the welfare of
students through small classes, personal attention in and out of the classroom and responsible advisement procedures.
Our low faculty student ratio allows faculty to act as individual advisors for every student. Students participate in Service
Learning as part of their required classes. Projects in both lower and upper-level classes consistently reinforce strong
ethical values, environmental stewardship and social consciousness. It is the goal of the Fine Art Program for students
not only to leave prepared for financial success but also for them to realize that their strong ethical and aesthetic values
can contribute to making the world in which we live a better place.
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LAS_FA_ARTS_BFA_Q
The following departmental initiatives provide evidence that our Fine Arts program embodies the University’s vision:

The Development of Study Abroad Programs in Rome and Paris that are designed in part to provide students a
deep connection to the rich cultural heritage of Christianity.

All students in the Department of Art and Design’s summer program in Rome participate in service activities
designed to allow them to interact with and serve the poor.

Department of Art and Design student involvement in community programs such as The Very Special Arts
Festival, which students participated annually from 1989-2011. (Festival program was terminated by VSA in
2012.)

Students are always encouraged and mentored to use their skills to advance causes that affect those who are
less fortunate.

Students participate in Service Learning both voluntarily and as part of class requirements. Fine Art majors have
engagaged with the community at the Chapin Home, Ozonam Home, St. John’s the Baptist School, Mainchance
Homeless Center, Briarwood and many other locations.
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
The primary commitment of the BFA Fine Arts Program, functioning within St. John's College of Liberal Arts and Sciences
is the complete art education of young artists within the context of an extended liberal arts education and core
curriculum. It is our commitment to instruct young artists in the tools, techniques, vocabulary, traditions and history of
their chosen profession, as well as to provide them with a wider liberal arts education, so that they possess as
comprehensive and substantive educational experience. In this way, they will have the technical and intellectual
preparation necessary for the development of their own personal creative solutions, and the means to make betterinformed career decisions.
Introductory classes in the Fine Arts Program, which serve all the majors in the Department of Art and Design as well as
our minors, are technically and formally rigorous. These courses introduce students to formal and technical building
blocks of the visual arts and include the study of painting, drawing, printmaking and design. This foundation provides
students with the needed skills and knowledge for growth into more advanced levels of study, and artistic production. In
tandem with student's participation in art history courses, studio courses encourage critical thinking and oral
communication skills, developed during group and individual critiques, which are constant and ongoing throughout
student’s four years in the program. Upper-level classes focus on the development of research skills and a personal
vision and style. Independently identified and defined projects further develop problem solving skills and challenge
students to incorporate the writing and analytical skills that they have learned in their liberal arts and sciences classes
into a format that is applicable to their discipline.
The five basic pedagogic goals of the Department of Art and Design are as follows:
a. Student artistic development.
b. Student academic progress toward the completion of chosen degree.
c. Student progress toward career goals and preparedness to actively participate in their chosen field
/profession.
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d. Departmental program improvements.
e. Professional achievements of faculty in order to remain on the cutting-edge of the “art world” and thus bring
this experience into the classroom.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
While not stated formally in our pedagogical goals, the Fine Art Program at St. John’s seeks to foster engagement
through course projects and learning modules that incorporate sustainability and social justice in our students’
educational experience. We believe that making these issues a priority in professional and personal life will allow
students to be successful in a rapidly evolving global community. It is fundamental that our students understand that
they are part of the “Global Village” and it is our hope that students from the Fine Art Program of St. John’s will create
work that is an expression of and respects our humanity and, in doing so, will be sought after professionally and
enriched personally.
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
High School Average
2005
2006
2007
2008
2009
2005
2006
2007
2008
2009
Program
910
1193
1020
991
1080
88
87
89
88
87
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
FNA ART
Fall 2012
Computed
1,007
Fall 2013
Computed
1,041
Computed
1,120
1,015
Freshmen High School Average
Fall 2010
Fall 2011
High School
FNA ART
Fall 2012
High School
85
Fall 2013
High School
88
High School
92
89
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LAS_FA_ARTS_BFA_Q
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
SAT
Test-Takers
Intended College Major
Mean Scores
Number Percent (%) Critical Reading
Foreign Languages, Literatures, and Linguistics
831
0.6%
Mathematics
Total
534
1083
549
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
75%
63%
100%
56%
100%
7
6
86%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
**The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
2010
Returned
#
%
DNR
#
%
Total
2011
Returned
#
%
DNR
#
%
Total
2012
Returned
#
%
DNR
#
%
Total
Returned
#
%
DNR
#
%
Self-Study Template 10
LAS_FA_ARTS_BFA_Q
FNA
6
3
50%
3
50%
3
2
67%
1
33%
10
7
70%
3
30%
6
6
100%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
0%
67%
50%
67%
75%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Fall 2004 cohort
Total
FNA
8
Graduated
2
25%
Fall 2005 cohort
Total
1
Graduated
1
100%
Fall 2006 cohort
Total
9
Graduated
3
33%
Fall 2007 cohort
Total
5
Graduated
3
60%
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LAS_FA_ARTS_BFA_Q
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
In most cases the program SAT, high school averages were slightly higher than the College average and are higher than
the University as a whole with the exception of 2011 where the SAT average lagged a bit behind both measures.
Retention rate average from 2003 – 2012 for the Fine Arts major is 77.7%. The College retention rate for the same
period is 75.7
The graduation rate average from 2004 – 2007 for the fine arts major is 54.25%. The College graduation rate for the
same period is 55.5
In 2012 the freshman BFA Fine Arts Program retention rate was 100 percent.
Comments: Refer to Charts 2a – 2d in your response. (Suggested limit 1/2 page)
2e.
Please describe how the program compares with peer and aspirational institutions. (Suggested limit 1/2 page)
As compared to other art schools in New York City, our program offers a complete and competitive Fine Art
curriculum with the added benefit of a liberal arts education. Small studio classes, which are limited to 15 students,
offer a competitive edge against other programs in the region. This is particularly important for our program
because most of the classes rely on project-based instruction. One-on-one time with faculty is directly related to
positive outcomes and to high achievement among student. Students in our program benefit from individualized
attention both in class and through frequent communication with their departmental mentor or advisor.
Unlike other institutions that often offer optional non-credit internships, our internships require a specific number
of hours worked and are 9 credits within our 132-credit curriculum. This rigorous structure ensures near total
participation among students. Students are prepared for the internship and job seeking process by taking a
mandatory professional portfolio preparation class. Fine Art students may opt to do a 9 credit thesis instead of a 9
credit internship, and students almost always also do one or more non-credit internships in addition to their 9
credit thesis.
Our Fine Arts program provides students the flexibility to take elective courses in digital media, graphic design and
photography in order to meet the current trends of the professional world, and prepares students for a variety of
fields which include: curatorial endeavors, museum/gallery management, editorial positions, preservation
positions, education positions, as well as provides the tools and skills to develop their own stylistic methods
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LAS_FA_ARTS_BFA_Q
towards establishing themselves as artists. As long as human beings have an urge to create, there will be a demand
for the arts.
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
NA
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
13
22
23
21
20
Minors
9
7
13
11
13
Total
22
29
36
32
33
MAJORS
MINORS
FNA
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BFA
11
22
19
16
Total
11
22
19
16
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Art
Total
Fall 2010
12
8
9
10
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
23
30
28
26
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LAS_FA_ARTS_BFA_Q
2h.
Number of degrees granted during the past five years. See table below.
Degrees
Granted
BFA
Academic Year
04/05
05/06
06/07
07/08
08/09
1
3
4
2
4
SJC -UG-Q FNA
Art
BFA
11/12
12/13
Degrees
Conferred
Degrees
Conferred
4
2
Note: there are no students who have graduated from this program within the 10/11 academic years.
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 50-Visual and Performing Arts.
20092010
20102011
20112012
Local
1,938
1,974
2,017
National
95,797
91,802
93,956
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments: Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
The National Association of Schools of Art and Design (NASAD) conducts bi-annual surveys of enrollment at their
member institutions. The data included here was taken from NASAD surveys from 2009-2014 for peer institutions, which
are defined as private universities with 100-200 majors. For the purposes of comparison, the data provided by NASAD is
more accurate than what is in this document because the code used to gather the data for the charts above include both
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LAS_FA_ARTS_BFA_Q
visual and performing arts and therefore over counts enrollment and degrees given compared with the more limited
program offerings in the Department of Art and Design at St. John’s University.
The number of majors in the fine arts program has remained fairly constant over the last five years however the degrees
granted verses total number of majors fluctuates somewhat because we are a small program so if one or two students
stay an extra semester to complete course work our graduation rate goes down. Similarly, the addition of several
transfer students can skew our graduation numbers since transfer students often arrive off track and take a bit longer
than 2 years to graduate. Overall our graduation rate is fairly consistent with the averages of other NASAD accredited
programs.
TABLE BELOW- NASAD Accredited Private Institutions: 100-200 majors offering Bachelor of Fine Arts or
Equivalent
Number of
Institutions with
Majors
Art/Design Major
Enrollment Fall
2009-2010
13
1311
Number of Degrees
Awarded July
through June of the
years given
274
2011-2012
22
2525
527
2013-2014
20
2058
476
When looking at program specific information the information given is more general since data only exists for all NASAD
institutions and is not available with more specific size criteria. NASAD surveys from 2009-2014 indicate that out of an
average of nearly 18,000 Fine Arts majors in 166 four-year programs conferring B.A. and B.F.A. degrees, an average of
4000 students are graduated annually. As the number of NASAD accredited degree granting institutions has increased so
has the number of students who are awarded degrees each year. Overall the graduation rate for peer institutions has
remained relative consistent and we see that trend mirrored within our own program. The NASAD data cited here can
be found in the National Association of Schools of Art and Design (NASAD) Higher Education Data Services’ report on Art
and Design Data Summaries from 2009-2014 (https://secure3.verisconsulting.com/HEADS/ )
Table below: Enrollment for all NASAD institutions according to major: Fine Arts
2009-2010
2011-2012
2013-2014
Number of
Institutions with
Majors
Art/Design Major
Enrollment Fall
113
124
121
11790
13556
12660
Number of Degrees
Awarded July through
June of the years
given
2362
2645
2886
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LAS_FA_ARTS_BFA_Q
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
Department of Art and Design efforts to support students so that they are able to achieve their highest potential:
















Fine Art faculty work closely with the Freshmen Center in order to help new students transition into college and
university life. Advisors from the Freshmen Center counsel the freshmen in collaboration with individual units.
The Department of Art and Design conducts its own “orientation” session for in-coming freshmen. To augment
the advising given by the Freshmen Center, first year students are given a hand-out reminding them which
classes they should take in the Fine Art Program during their second semester.
At the end of freshman year, students are assigned a departmental advisor whom they are encouraged to keep
throughout their remaining years.
Each semester students meet with their Art Department advisor to review their academic progress toward the
completion of their degree program.
The department performs portfolio reviews at the end of each semester to monitor students’ development.
Students participate in an annual juried student show at the Dr. M. T. Geoffrey Yeh Art Gallery.
At the end of each semester, all Fine Arts Faculty members hold individual student conferences and critiques in
order to review the term's work and individual progress and effort.
Exhibition Areas on the fourth floor and on the basement level of SJH display class work and/or Senior Thesis
work.
Reviews are conducted each semester of the "Professional Portfolios" that seniors have produced in order to be
considered for Internships.
Each student has individualized conferences with Chairperson concerning internship placement.
Faculty member is assigned to individualized supervision of interns. Two group meetings are scheduled each
semester with the students who are on internship and an “on the job site” visit is planned with the intern,
faculty and internship supervisor.
Beginning in 2011, Interns have been required to put their internship work and personal Internship Logs on
disks, which are incorporated into “Internship Library”, located in the Art Office.
Students are encouraged to request individualized critiques of their artwork by faculty.
Annual reports that summarize student accomplishments are maintained by the department.
Course evaluations are distributed to students at the end of each semester.
The four majors comprising the BFA program, Illustration, Photography, Graphic Design and Fine Arts, use
different “major specific” rubrics to assess the performance of its graduating seniors. At the end of the spring
semester, senior portfolios are evaluated, and the results are submitted for the WEAVE assessment.
Further opportunities for professional assessment of student work are provided through exhibition initiatives that have
enabled students to exhibit their work in professional venues, and, since 2005, an after school open critique session.
Since Outcome Assessments have become an institutional priority, the Department has developed the following
additional methods for determining current status and future strategies:

Assessment forms are periodically sent to Department of Art and Design alumni.

The Student-Faculty Forum was established in April 2001 and has become a valuable tool to foster direct
communication with students.

An alumni outreach plan is being further developed. Since 2002 we have had several alumni events including
dinners and lectures, and three Alumni Art Exhibitions in the University Gallery. During the fall of 2013 in
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LAS_FA_ARTS_BFA_Q
celebration of its 50th anniversary, the Department of Art and Design hosted an alumni dinner and alumni art
exhibition. Our alumni often serve as mentors to our seniors and often come to visit and share their stories.

The Department of Art and Design remains in close contact with alumni using a variety of social media
applications including the Facebook group “St. John's University Art Alumni Association.”
If available, provide information on the success of graduates in this program as it relates to employment or attending
graduate school. (Suggested limit 1/4 page)
Department of Art and Design, Partial List of Successful Fine Art Alumni
Stephanie Brauer, BFA Fine Arts 1998, Current: Interactive UX/Art Director at Flat World Knowledge, Inc. Senior
Interactive Designer, Internet Strategy & User Experience at Morgan Stanley Smith Barney
Sean Devine, BFA Fine Arts 1997, Current: Assistant Vice President - Creative at Lancome
Past: Deputy Creative Director at Blue Orbit International, Creative Art Director at Bookspan
Danielle Holzapfel, BFA Fine Arts 1999, Current: Graphic Designer / Animator, United Staffing Systems/ NBC Universal
Anne-Marie Sabbagh, BFA Fine Arts 2000, Current: Costuming Procurement CAD Specialist & Translator at the Walt
Disney Company
Tom DeVita, BFA Fine Arts 1996
Current: Owner, DeVita Studio & Workshops, Miami www.devitastudio.com, Professor, Art Institute of Fort Lauderdale
Melissa Mallory, BFA Fine Arts 2002, Current: Asst. Art Director of Quadriga Art-NY
Armand Brito, BFA Graphic Design 2006
Current: Interactive design/developer at Dimassimo Goldstein (http://www.digobrands.com/); Owner, Covert Operation
Design (www.designcovert.com)
Past: Marc Ecko Enterprises (http://www.marcecko.com/#/), Deustch Advertising (http://www.deutschinc.com/), Work
with Clients/Brands: Ecko Unltd, Tylenol, DirectTV, Home Depot, Bronx Zoo, PNC, Liz Claiborne, Mediacom, Novartis,
Microsoft, amongst a long list of other clients.
Kevin Demaria, BFA 1999, Current: Art Director of Warsaw Insider Magazine
Mike Cartolano, BFA Fine Arts 1986, Current: Art Chair at Sewanhaka C.H.S.D.
Jose Tigani, BFA Fine Arts 1992, Current: Production Editor at CMP Media FL
Nick Sica, BFA Fine Arts 1996, Current: Senior Art Director at Publishers Clearing House
Keith Manzella, BFA Fine Arts 1988
Current: VP Group Creative Director at EastWest Marketing Group; Past: Associate Creative Director at Diamond
Promotion Group, Inc.; Assoc. Creative Director Corp. Mktg & Promotions at Marvel Entertainment Group, Inc.
Omar Padron, BFA Fine ARTS 1995
Current: Creative Director at Cult Health, Developing 360 campaign for FlexPen an insulin delivery device for diabetes
patients. Website: www.padrondesign.com
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LAS_FA_ARTS_BFA_Q
Ed Prete, BFA Fine Arts 1997
Current: Interface Design Engineer / Lead Designer at FDNY; Owner at Prete Design (Sole Proprietorship) web designer
Website: www.pretedesign.com
Orlando Rodriguez, BFA Fine Arts 2009, Current: Owner/founder at CreativeRodriguez.com
Christine Lorusso Shelley, BFA Fine Arts 2005, Current: High School Art Teacher at Our Lady of Mercy Academy, Syosset
NY.
Regina Forlenza, BFA Fine Arts 2005
Current: Designer, Queens Botanical Gardens
Robert Yarborough, BFA Fine Arts 1996
Current: Freelance Art Director, Independent Designer at Designs By Y,
Past: Art Director at MTV Networks; Art Director at First Choice Apparel; Visual Merchandiser at JC Penney
Michele Kiela, BFA Fine Arts 2002, MFA, School of Visual Arts
Current: Freelance Illustrator/ Designer in NY
Jenny Limberg, BFA 2003 Fine Arts, MFA, School of Visual Arts; Current: Chair of the art program at Mary Louis
Academy in NY.
Iandry Randriamandroso, BFA Fine Arts 2004, MFA in Community Arts from The Maryland Institute College of Art in
Baltimore MD
Current: Freelance Illustrator/Designer
Diana Archila, BFA Fine Arts 1996
Current: Middle School Bilingual Instructional Assistant at Red Bank Middle School; Art Instructor at Community YMCA;
Owner at A Billion Hellions Jewelry and Clothing Company, Website: www.abillionhellions.com
Pamela White, BFA Fine Arts 1984, MA 1995, New York University – Master of Arts in Graphic Communications
Management and Technologies
Current: Freelance Graphic Design & Digital Production at Pamela V White
Past: Specialist at Apple Retail; Senior Manager Digital Production at The McGraw Hill Companies; Associate Creative
Director-Digital Design at The McGraw Hill Companies
Dee Dee Donnelly, BFA Fine Arts 1984, Currently a senior retoucher at CWTV Network in their Print Department.
Digitally compositing photographic elements for theatrical or TV poster or ads.
Mary Ann Biehl, BFA Fine Arts 1986, Master of Science degree from Pratt Institute, Currently Mary Ann Biehl is an
Associate Professor and the chair of the Advertising Design & Graphic Arts Department at New York City College of
Technology, CUNY.
Paulette Piazza, BFA Fine Arts 1974, Currently a Muralist and Decorative Painter who transforms surfaces of homes or
places of business with custom murals, an artistic finishes or decorative ornamentation.
http://www.artedellapiazza.com/
Elizabeth Covais, BFA Fine Arts 1974, taught in elementary school for 13 years, and HS for 21 years teaching AP Drawing
and Painting, and Ceramics.
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John Bishop, BFA Fine Arts 1972, John Bishop an art teacher at East Rockaway High School from 1978 – 2013,
http://www.johnbishopartsite.com/
It is relevant to also note that 85% of our recent 2014 Fine Art graduates are also employed in the field. (Specific
information will be provided in 2015, after our new alumni survey is launched.
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Students matriculated in the 132 credit BFA Fine Art program maintain an average of a 3. + CUM GPA.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s
strategic plan? http://www.stjohns.edu/about/leadership/strategic-planning
Service: For the BFA in Fine Arts we recognize that Service Learning is most relevant and meaningful when it is directly
connected to and tailored to a student’s field of study. To that end we have developed Service Learning opportunities
that are seamlessly integrated into classroom projects and curricula. Service can be defined in multiple ways: we have
students who are engaged in projects that serve the university and the local community, such as the anti-drinking and
anti-smoking media campaigns that students have worked on. But service through the effective communication of
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LAS_FA_ARTS_BFA_Q
pertinent information is a growing area of specialization within our discipline and students are encouraged to create
work that takes advantage of this way of using information as an opportunity to provide service.
Student Engagement: The Fine Art Program at St. John’s University is deeply committed to providing individualized
attention to students in the classroom and to involving students in extracurricular activities that expand on concepts
being discussed with in the classroom while at the same time exposing students to the rich cultural offerings of the
Greater New York area. Our record of Student Engagement outside of the classroom is exceptional and serves to support
the repositioned Strategic Plan: 2011-2014, providing a quality education, student experience, career placement and
furthering education in the context of the university’s Catholic and Vincentian Mission while promoting diversity and
global Awareness.
Working with the student organization Art Club, previously known as NeVAS (New Vision Arts Society), has enabled the
Department of Art and Design to collaborate on a variety of cultural activities and to host guest lecturers who engage
students in learning and experiences beyond the confines of the classroom. Over the years the Art Club, working closely
with a Fine Arts program faculty advisor, has worked to provide opportunities for students to develop and expand their
experience while at SJU by providing venues for them to grow as young artists and as members of the greater SJU
community. Their activities range from providing workshops, bringing in guest artists, visiting artist studios, museum and
gallery tours, volunteer work, raising awareness and providing open forums for the gathering of the student body. These
activities promote a sense of community within the department.
The Fine Arts program seeks opportunities to facilitate student engagement and interaction in and out of the classroom.
Fine Art program faculty organize numerous events and off-campus activities. These events provide informal venues
that facilitate student-faculty interactions – collaborative learning experiences, which allow students from different
academic cohorts to meet and interact. At least three faculty members from the Fine Arts program participate in the
University's Learning Communities Program.
Globalization:
A concern with global issues permeates classroom teaching in Queens and is reinforced by student participation in the
university's Global Studies Program – in Rome and Paris, in which Fine Arts faculty members teach. Global Studies is an
invaluable addition to the student’s college experience. Being immersed in an entirely new culture and language gives
students the opportunity to learn and engage in an international setting where they encounter new challenges and
opportunities for growth. Outside of the familiar walls of the classroom the students are able to learn about art, culture
and religion in its native and historical context. It is our sincere hope that we will continue to provide a model for the
University to follow as it recommits to student engagement and Global learning.
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the
strengths, weaknesses, opportunities and threats facing the program? How were they identified? What actions have
been taken in response to these findings? What characteristics of the program suggest a competitive edge against
other programs regionally and nationally?
The Department of Art and Design annually evaluates its mission, goals and outcomes. From 2010 to 2013 the
department prepared annual reports as required by the National Association of Schools of Art and Design’s Commission
on Accreditation in response to their Visitors Report of 2010. The NASAD Commission Action Report cited issues with
our facilities and curriculum that needed to be addressed and upgraded to NASAD standards, to be eligible for full
membership. Working closely with the support of the Dean’s Office of St. John’s College and the Department of Design
and Construction, significant facilities issues were resolved, and curriculum revisions were made in the Fine Arts, Graphic
Design, Illustration and Photography programs in response to NASAD’s 2010 Visitors Report. At NASAD’s April 2012
meeting, based on the 2012 Commission Action Progress Report submitted by the Department of Art and Design, NASAD
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voted to grant full membership to Saint John’s University.
The initial self-study Document prepared for NASAD was prepared and drafted by Belenna Lauto who served as
department chair from 1998-2004. Information within the report, including goals, objectives and plans for improvement,
were collectively gathered through various sources including the following: previously published university material,
departmental annual reports, 1997 self-study initiated by then Chairperson, Prof. William B. Ronalds, as well as
assessment information which was made available through various resources. The 2003-04 self-study was prepared by
Prof. Belenna Lauto, with the help of full-time faculty. The completed draft was then distributed to the departmental
full-time faculty for revision, additions, suggestions and discussion. The Dean, Dr. Jeffrey Fagen of St. John’s College was
then provided with a copy for further analysis. From 2010 – 2013 the annual responses to NASAD’s Commission Action
Repot, which required the department to document corrective action taken by the department and University in
resolution of outstanding curriculum and facilities issues that were cited in NASAD’s “2010 Visitors Report” resulted in
full accreditation were prepared by Ross Barbera who served as department chair from 2010 – 2013.
The next full On-Site review by NASAD will be in April 2015. The Department of Art and Design is currently in the process
of preparing for this upcoming visit by NADAD representatives.
It is important to note that the University has quickly responded to the most acute concerns of external evaluators but
stopped short of undertaking the larger changes to facilities recommended by the NASAD evaluators. The chart that
follows indicates areas for improvement that were cited by NASAD’s Accreditation Team of 2010
The following table lists areas of weakness that were identified in the NASAD 2010 Visitors Report and corrective
actions taken by the Department of Art and Design:
Areas of weakness that were identified in the NASAD
2010 Visitors Report
Safety concerns, especially in the mezzanine level were
cited the NASAD 2010 visitors report. Security cameras and
controlled access systems were nonexistent in these areas.
Some studios were accessible to anyone from the outside.
Students complained about feeling unsafe when they are
working alone in the SJH studios after hours.
Corrective actions taken by the Department of Art and
Design
In December of 2010 the Department Chairperson
together with the Dean of St. John’s College, and the Vice
President of Public Safety, Mr. Thomas Lawrence, reviewed
all department facilities for safety enhancements.
This review resulted in security upgrades for most art
studios located in SJH. The security enhancements involved
the installation of strategically placed cameras and card
swipe systems at designated entry and exit points to the
art studios located on the mezzanine level and 3rd & 4th
floor art studios of St. John’s Hall. As part of this security
upgrade, new fire doors were installed on the mezzanine
level doors during the spring of 2011. These doors only
permit exit to the outside, and no inside entrance is
possible through them.
To insure our student's safety during off-hours, the
Department of Art and Design, in conjunction with Public
Safety, has a student monitoring procedure in place to
control student access to studios. Public Safety requires
that the Art Department maintains a list of students' who
have been approved to use the studios during off hours.
We provide Public Safety with an updated version of this
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list at the start of every semester, and security is notified
whenever new students are added during the course of
the semester. Only students on this list are permitted to
access the art studios. The process requires that all
students call Public Safety to be let in when they are
actually at the studio door. At the time of entry, Public
Safety physically checks the student ID before permitting
studio access. In addition to this, security officers patrol on
foot and check all art studios periodically during off-hours.
All art department studios, classrooms and hallways are
equipped with phones that directly connect to the central
security office, and the security phone extension number is
predominately displayed in a red sign above every phone.
The NASAD Commission expressed concerns in the 2010
Visitors’ Report regarding a general lack of available upper
level courses for all Bachelor of Fine Arts majors (Fine Arts,
Graphic Design, Illustration and Photography). The
Commission requested a response indicating how students
achieve the expected competencies in fine arts, graphic
design, and photography and, as applicable, how
requirements and time on task expectations have been
increased.
The curriculum for the BFA in Fine Arts major was revised
during the summer of 2010, and the changes and new
courses were approved during the 2010/11 academic year
by the appropriate department and college committees.
The revised BFA Fine Arts program is well within NASAD’s
curricula standards, and meets NASAD’s course
requirements for total percentage of courses dedicated to
the Fine Arts area of specialization.
The BFA in Fine Arts restructuring during the 2010/ 2011
academic year was to improve course sequencing,
resulting in better flow and continuity from entry level to
upper level areas of study, and to create new courses that
enable students to develop independent, rigorous, lifelong
approaches to studio art practice. As a result of this work,
four new advanced level courses were created. Three of
the new courses were added to the Fine Arts majors’ junior
and senior years as required courses, and one is available
for them to take as an elective choice.
The three new required courses are:
“Criticism, Theory & Practice” was developed to establish
a more solid foundation in theoretical issues and studio
practices of contemporary artists and better prepare
students for their independent work as artists.
“Studio Seminar I” emphasizes the formal, visual, and
theoretical competencies needed to create independently
driven studio work in series. The class work responds to
contemporary issues within the visual arts through the
following activities: reading written projects, field trips,
lectures and group and independent critique sessions. The
class structure will encourage and provide the necessary
framework for students to make connections between art,
theory and methodology in their own work.
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“Studio Seminar II,” gives students experience with
advanced level projects designed to prepare them for
independent inquiry within their studio practice. Students
will learn to work with a clearly articulated process and
develop the critical and technical skills needed to actualize
their creative ideas. The variable content of the class will
ensure that the projects are inventive and topical,
responding to evolving issues within society and the
discipline of Contemporary Art.
The new elective is:
“Special Topics in Modern & Contemporary Art,” provides
students with opportunities to engage with the core
subject matter and methodology in the history of modern
and contemporary art through focused, supervised
research, writing, critical thinking and classroom exchange.
Topics are designed to enhance foundational knowledge
and skills developed in “20th Century Art” and
“Contemporary Art & Culture 1945- present.”
The NASAD Commission:
The current physical environment used by the Department
of Art and Design presents a number of issues and
concerns. Saint John's Hall houses the department offices
and classrooms divided on a number of
levels within the building. The distribution of teaching
spaces in Saint John's Hall appears patch work as opposed
Art 4125 Creative Thesis
In addition to the curricula changes and new course
additions, the senior thesis experience has been enhanced
to provide our thesis students with the opportunity to
exhibit their work at a New York City art gallery. St. John’s
University’s New York City location provides us with
resources and unique potential in this area, therefore the
Department of Art and Design has committed to making
this an annual goal. We accomplished this for the St. John’s
University Department of Art and Design BFA Thesis
Exhibition of 2011. The exhibit was organized by the
Department of Art and Design, in cooperation with the
Dorsky Gallery Curatorial Programs, at their location in
Long Island City. The show ran for two weeks during May
2011. The experience engaged our graduating students in
every aspect of real world exhibition planning, from the
initial stages and preliminary meetings with gallery
personnel, to the final reception. There is no written
description that can relate the enthusiasm and energy
level our students radiated during the entire process.
The need for a University community “Art Building”, which
can serve as a hub for creativity for the entire the campus
community is acute.
Until this goal is realized, the Department of Art and
Design will continue to address the location and quality of
the existing Fine Arts Studio facilities to ensure that our
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to planned. Additionally, the department's course offerings
are divided between Sullivan
and Saint John's Hall &which seem to create a disconnect
within the department.
students are safe and can productively work in the existing
environment.
3c.
What is the current and future market demand for the program? Support your response using the data provided
below or any other internal or external sources to justify your response.
Employment for graduates with a BFA in Fine Arts is expected to have an average growth of 9% percent between 2012 2022. Increasing reliance on artists to create digital or multimedia artwork will (in part) drive growth. - U.S. Bureau of
Labor Statistics
Career Options for Graduates with a BFA in Fine Arts with Median Annual Salary as of May 2012:
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

Self Employed Artist working as painters, printmakers, digital artists, multimedia artists, sculptors, and
illustrators. $44,380
Art Director, $65,000
Artist /Craftsman working as jewelry designer / maker, ceramics designer-potter, glassmaker, set designer, prop
maker. $44,380
Art Teacher in elementary, middle and high school. In addition to the BFA, a teaching certificate is also required.
$53,000
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Percent
Numeric
Art Directors
9%
6,700
Occupations having the
largest numerical increase
in employment
Art and Design Workers
Art and Design Workers
9%
6,700
Art Directors
Fastest Growing Occupations
Change, 2010-20
Change, 2010-20
Percent
Numeric
9%
6,700
9%
6,700
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Percent
Numeric
Art Directors
9%
6,700
Art and Design Workers
9%
6,700
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
Department of Art and Design faculty meet on a regular basis to discuss all aspects of the program, including strategic
planning. Faculty teaching in the Fine Arts Program meet separately at least three times a semester to review curriculum
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issues, student engagement, and outside of class initiatives. The Department of Art and Design EPC meets 6-8 times
throughout the academic year.
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
1. Standards within the Discipline
The Department of Art and Design is accredited by National Association of Schools of Art and Design (NASAD) and meets
or exceeds NASAD’s curriculum standards for a Fine Arts education.
In order for a student to be eligible for admission to any of our BFA programs the following minimum criteria must be
met:
•
•
•
•
85 or above High School average
Minimum SAT score of 950
An accepted portfolio of original creative work. This portfolio is assessed by one of the full-time members of
the Department of Art and Design
In addition, a portfolio consisting of 15-20 original pieces, using a variety of materials is required of all
prospective BFA students. High school seniors and/or transfer students are encouraged to present their
portfolio in person to a senior faculty member of the Department. The Department, with the help and
support of Admissions, has recently set up an account with SlideRoom.com in order to streamline the
portfolio upload and assessment process.
The Fine Art curriculum presents a rigorous, sequential program of study that trains future artists in all of the essential
formal and technical competencies of the field. The BFA Fine Arts curriculum includes course work in relevant
contemporary techniques, issues and technologies. With the ubiquity of the internet, the proliferation of blogging, and
social media, art has become a de facto skill set for a broad base of careers including advertising, journalism, marketing
and business.
For graduation, the BFA student must complete 132 semester hours with a cumulative quality point index of 2.0 for all
courses taken, and a cumulative quality point index of 2.0 for all courses in the major. It should be noted that most of
our students perform well above this minimum level.
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad
experiences
The BFA program in Fine Arts is under constant review and evaluation in an effort to provide students with a relevant
curriculum that effectively encompasses the technical, artistic and conceptual skills needed by today’s contemporary,
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LAS_FA_ARTS_BFA_Q
professional artists.
Retention is addressed by establishing clear communication among student, faculty, advisors and the Department
overall. Students are offered opportunities for developing their potential as well as to discover the resources available
to them on a consistent basis. Each year, aside from the University's freshmen orientation events, the Art Department
offers incoming freshmen an “art student orientation day” which all freshmen are invited to attend. All full-time Faculty
are present during this busy day which includes an introduction to the Department by the Chairperson, an introduction
to our internal departmental web site and useful information regarding the art/museum resources in NYC, lunch with
the art faculty, a tour of the Department, studios and library art resources, and an introduction to the satellite graphic
design labs in order to familiarize students with the systems and Departmental procedures.
The University has also implemented a Learning Communities Program in which all freshmen art majors are encouraged
to participate. Several of the Department Faculty are actively involved with these Communities and some of the
freshmen studio classes are linked with Core classes in order to encourage collaboration between disciplines.
The Grade Point Average required for retention is: 2.0. Students maintaining at least a 2.0 cumulative quality point
index are considered to be in non-probationary academic standing. When the cumulative quality point index is below
2.0, but in the judgment of the Dean, the student is considered to be making acceptable progress toward a 2.0, the
student is placed under academic probation, but is permitted to continue on a matriculated basis with a limited program
of 12 credits (or 4 courses) until he/she attains satisfactory academic standing.
For graduation, the BFA student must complete 132 semester hours with a cumulative quality point index of 2.0 for all
courses taken, and a cumulative quality point index of 2.0 for all courses in the major. It should be noted that most of
our students perform well above this minimum level.
Advisement procedures established by the university are as follows: The Freshmen Center advises all incoming
freshmen with loose collaboration with the Art Department Chair and advisors. Upon the completion of freshmen year,
students are assigned a Departmental Faculty Advisor, whom they are encouraged to keep throughout their next three
years.
Students are expected to meet with their advisor at least once a semester. Departmental advisors are guided and
trained by the Chairperson and University personnel and administrators through various workshops and meetings. The
University has adopted the philosophy of “Developmental Advisement” and as such students are encouraged to meet
with their advisors to discuss their career goals, strengths and weaknesses, as well as their class choices.
The Department keeps a secure file system, holding academic files of each art major as well as advisors' evaluations,
initial portfolio review evaluations, thesis and internship evaluations, and any other relevant information pertaining to
the student regarding individual progress and pedagogical issues.
Academic Internships
Fine Arts students have the option of doing a senior year internship or a thesis project. All BFA students must take a
portfolio class (Art 3110), which prepares them to apply for an internship in the most professional way possible. Besides
the creation of both physical and online portfolios, the coursework for this class includes making a business card, writing
a cover letter and contacting employers for potential internship opportunities. Each student has individualized
conferences with the faculty member assigned to supervise interns. The Department of Art and Design maintains an
internship placement database which is located in the Art & Design Department Office and available to any student who
wishes to research possible locations/companies for internship or employment.
Self-Study Template 26
LAS_FA_ARTS_BFA_Q
Art 4909 Internship places strong emphasis on the students’ end-of-the-year presentations. Held at the conclusion of
internship, student presentations are designed to force the participating students to articulate their thoughts concerning
the creative, technical, and social aspects of their internship experience to the faculty and other students in our
department. This exercise helps the participating students solidify their experience, and acts as an inspirational and
deeply informative discussion for other students.
Teaching excellence, teaching vibrancy
Student success is the primary goal of the Fine Arts program. The faculty who teach Fine Arts classes strive to provide a
vibrant environment in which student can excel and develop the competencies needed for success and employment in
the field. As stated elsewhere in this document all the full-time faculty teaching in the Fine Arts program have terminal
degrees in their field and are active scholars and visual artists. It is our belief that scholarship fosters teaching and
teaching connects back to scholarship. Faculty actively work to bring elements from their research and creative work
into classroom activities and assignments and they meet several times a semester to assess how new assignments or
teaching techniques are being integrated into existing classes and/or may provide opportunities for the development of
new courses aligned to current trends in the field. Additionally, active engagement with professional artists and alumni
allow us to bring successful artists and alumni in for critiques and demonstrations. This combination of high-level
instruction by full-time faculty augmented by professionals, allows the Fine Arts program to provide a vibrant
environment for students to develop and learn about the discipline.
Study Abroad
The Department of Art and Design runs summer study abroad courses in Paris and Rome throughout the year both in
semester long and short-term programs. Both full-time and adjunct faculty from Queens currently teach in the shortterm faculty led programs. The Department has plans to send a full time faculty member to our campuses abroad on a
rotating basis for semester long programs beginning in 2016.
Historically, students in the Department of Art and Design were frequent participants in short-term study abroad
sessions but in more recent years our students are more likely to take advantage of semester long programs in Rome or
Paris (with only a few students choosing other locations). To facilitate the study abroad experience, the Department of
Art and Design begins introducing options for abroad experiences in the Departmental Freshman orientation. Several
programs including Fine Arts have also designated a particular semester (in most cases second semester sophomore
year) when study abroad will more easily compliment the requirements of the curricula and won’t result in them falling
behind in any of the program’s major classes. This focus on finding an ideal time to incorporate study abroad has been
particularly important as the BFA degree necessitates 132 credit hours for graduation and fitting in extra classes and
activities can be challenging. The Department of Art and Design is proud to have a cohort of students studying abroad
every year. It is our hope that with encouragement from their classmates, proper departmental procedures in place, and
ongoing support from the University the number of Art and Design students who study abroad will continue to increase.
3. The University Core competencies
A good visual arts process is structured around a combination of critical thinking, information literacy, skillful writing,
oral and visual presentation and communication skills.
There are four major steps involved in the art process; 1) Briefing; covering project objectives, communication goals,
timing and budget, 2) Design; brainstorming, developing and presenting visual design solutions and being able to clearly
articulate design decisions, 3) Artwork, together with 4) Production; the formal and technical processes involved in
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LAS_FA_ARTS_BFA_Q
creating the final visual solutions. Successfully educating students in all of the formal and technical competencies of the
art process covers most of the University Core Competencies, thus ensuring that our graduates will flourish in their
professional careers and be able to provide their clients with the highest quality solutions and services appropriate to
their business, marketing or communication needs.
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
In 2014 The Department of Art and Design updated the syllabi for each of the courses offered in the four major
programs as well as the Music minor. Updated syllabi are available to all faculty for review and comparison. A list of the
courses offered by the Department and links to the 2014 updated syllabi can be found at:
http://sjuartdesignfaculty.weebly.com/department-syllabi.html
In order to provide our students with the best possible education in the arts and fulfill our aspirations for pedagogical
excellence, the Department of Art and Design faculty meet regularly to discuss and evaluate all programs and identify
areas for improvement. Syllabi are evaluated and updated every three years. Two annual portfolio reviews, along with
the annual student exhibition, offer concrete assessment opportunities whereby faculty may continually evaluate the
educational programs offered.
The following list of goals has been specifically developed in order to critically assess the quality of student learning.
Included in these measurable goals is an assessment of the degree to which students' attitudes, social values, ethical
values, commitment to scholarship and lifelong learning develop as a result of their education.
a.
b.
c.
d.
e.
f.
g.
h.
Student artistic/creative progress.
Student professional skills: academic progress toward the completion of their chosen degree and career goals.
Student professional skills: technological skills
Student overall visual literacy: intellectual, historical, technical
Critical thinking
Community service/ Student involvement
Program satisfaction
Achievement of personal goals.
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com
(Suggested limit 1/2 page)
The program goals and outcomes of the Fine Arts program have been designed so that students can develop their
creative, critical, formal and technical skills, as well as become versed in the visual and verbal language of art and design.
Students gain an understanding and awareness of contemporary artistic practices, and art history. Our program goals
and outcomes emphasize the University Core Competencies, especially critical thinking, writing and communication
skills, information literacy and presentation skills.
Students are expected to demonstrate mastery of technical skills. Students in the Fine Art BFA program learn basic
drawing, painting, printmaking, design and rendering skills, as well as the skills necessary to render graphic images on
Self-Study Template 28
LAS_FA_ARTS_BFA_Q
the computer, and manipulate digital imagery. They also learn to choose the appropriate technology to execute specific
design tasks and to evaluate the production requirements of a given project.
Students are expected to demonstrate a knowledge of Art History, including gaining the competencies necessary to
recognize and name historical figures, periods and art movements, and making connections between historical and
contemporary art.
Students are expected to master formal skills. Foundation Design classes and Color Theory focus on working with formal
elements such as line, shade, texture, hierarchy, contrast, composition and color. Observational Drawing skills are
developed in Drawing I and II, and Anatomy classes.
Throughout all of their coursework students are encouraged to apply critical thinking skills and the application of
learned techniques to create original and expressive works of art. There is a consistent focus on design fluency in verbal
and visual vocabulary and the ability to analyze, discuss and critique visual problems and solutions, considering
technical, aesthetic and conceptual applications.
Students are expected to apply fine art skills. Throughout all of their coursework students acquire fluency in various art
disciplines, including, but not limited to: graphic design, book arts, poster and illustration, web and interactive design,
and motion graphics.
Students are expected to apply values and ethics to Fine Art practice. Students in the Fine Art Program are trained to
consider ethical, social and environmental responsibility in both typographic and image based design solutions. They
spend time examining individual situations and reflect upon the consequences of images and the power of visual
communications media in society at large.
Students are expected to demonstrate enhanced knowledge, skills and values consistent with the Core Curriculum. The
breadth of coursework covered in the Fine Art BFA addresses the Universities Core Competencies. Students
demonstrate information literacy through a variety of research-centered visual and written projects.
The four majors comprising the Department of Art and Design BFA program, Illustration, Photography, Graphic Design
and Fine Arts, use different “major specific” rubrics to assess the performance of its graduating seniors. At the end of
the spring semester, senior portfolios are evaluated, and the results are submitted for the WEAVE assessment.
The current BFA Fine Arts assessment form
Fine Arts (Bachelor of Fine Arts)
Department of Art and Design Portfolio Review
Program Assessment and Learning Outcomes
Student: ______________________________ X#: __________________________
Goal I. Demonstrate proficiency in the use of a wide range of media and application of technical skills.
100 – 95 – 90 – 85– 80 – 75– 70 – 65 – 50 – 45 – 40 – 35 – 30 – 25 – 20 – 15 – 10 – 5 – 0
(N/A) Not Applicable
Goal II. Demonstrate skill in drawing from life and photograph references.
100 – 95 – 90 – 85– 80 – 75– 70 – 65 – 50 – 45 – 40 – 35 – 30 – 25 – 20 – 15 – 10 – 5 – 0
Self-Study Template 29
LAS_FA_ARTS_BFA_Q
(N/A) Not Applicable
Goal III. Develop critical two and three-dimensional design skills.
100 – 95 – 90 – 85– 80 – 75– 70 – 65 – 50 – 45 – 40 – 35 – 30 – 25 – 20 – 15 – 10 – 5 – 0
(N/A) Not Applicable
Goal IV. Develop conceptual skills, including one’s ability to create personal, expressive works of art, execute a longterm artistic project or thesis, and write a statement of artistic intent.
100 – 95 – 90 – 85– 80 – 75– 70 – 65 – 50 – 45 – 40 – 35 – 30 – 25 – 20 – 15 – 10 – 5 – 0
(N/A) Not Applicable
Goal V. Demonstrate outreach professional skills, including the ability to produce a professional portfolio and
promotional materials.
100 – 95 – 90 – 85– 80 – 75– 70 – 65 – 50 – 45 – 40 – 35 – 30 – 25 – 20 – 15 – 10 – 5 – 0
(N/A) Not Applicable
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
In May 2012 the Department of Art and Design was granted full accreditation by the National Association of Schools of
Art and Design, (NASAD), after having been an associate member for a number of years. This accreditation is for all four
major areas of study, Graphic Design, Illustration and Photography and Fine Arts. This accreditation is the highest
accreditation given to schools of art and design and is rarely given to art programs under the umbrella of a larger
university curriculum. We are pleased that in May 2012 the Department of Art and Design was granted full accreditation
by the National Association of Schools of Art and Design.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
The Department of Art and Design will be publishing our assessment methodologies on Digication in 2015. We are also
collecting freshmen entry portfolios in order to better assess what students have accomplished in technical, creative and
conceptual skills during their 4 years here. We hope to publish these findings, along with student portfolios during the
next year or so.
In an effort better to assess our programs, we continue to collect data from our alumni and hope to improve networking
and mentoring between current students and alumni.
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Self-Study Template 30
LAS_FA_ARTS_BFA_Q
#
Majors/
FT
Faculty
Fall 2005
FT
PT
Total
FT
PT
Total
FT
PT
Total
FT
PT
Total
FT
PT
Total
Majors
13
0
13
21
1
22
21
2
23
20
1
21
19
1
20
Minors
9
9
7
7
11
2
13
10
1
11
13
Majors
& Minors
Combine
d
22
0
22
28
1
29
32
4
36
30
2
32
32
1
33
# of FTE
Students
(Majors
&
Minors)
22.0
0
0.0
0
22.0
0
28.0
0
0.3
3
28.3
3
32.0
0
1.3
3
33.3
3
30.0
0
0.6
7
30.6
7
32.0
0
0.3
3
32.3
3
Fall 2006
Fall 2007
Fall 2008
Fall 2009
13
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
F
Total
Majors
MAJORS
Fall 2011
P
Total
F
P
Fall 2013
Total
F
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
11
11
Fall 2010
F
F
Fall 2012
Total
21
1
22
18
1
19
Fall 2011
Fall 2012
Fall 2013
F
F
F
Total
Total
15
1
16
Total
Self-Study Template 31
LAS_FA_ARTS_BFA_Q
Minors
MINORS
Minors Minors Minors Minors Minors Minors Minors
12
12
8
8
Fall 2010
Total
MAJORS/MINORS
FTE MAJORS
9
10
Fall 2011
10
Fall 2012
F
Total
F
P
Total
F
P
Total
Total
Total
Total
Total
Total
Total
23
23
29
1
30
27
1
Fall 2010
Total
9
Fall 2011
Fall 2013
Total
F
P
Total
Total Total Total Total
28
25
Fall 2012
1
26
Fall 2013
F
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
23
23
29
0.333
29.333
27
Fall 2010
Fall 2011
Fall 2012
0.333 27.333
25
0.333 25.333
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
#
#
#
#
%
%
%
%
%
Self-Study Template 32
LAS_FA_ARTS_BFA_Q
1644 31%
1680 33%
1911 39%
1992 40%
2001
37%
PT Faculty
3638 69%
3470 67%
3016 61%
2978 60%
3371 63%
Total
5282 100% 5150 100% 4927 100% 4970 100% 5372
FT Faculty
% consumed by
Credit Hrs
Taught
Non-Majors
82%
Fall 2010
Fall 2011
Number Percent
Number
83%
81%
81%
Fall 2012
Percent
Number
81%
Fall 2013
Percent Number Percent
F-T Faculty
1,899
36.2% 1,908
34.1% 1,392
26.9% 1,398
27.5%
P-T Faculty
(inc Admin)
3,353
63.8% 3,688
65.9% 3,778
73.1% 3,682
72.5%
Total
5,252
% Consumed
by NonMajors
4,205
100%
0.0%
0.0%
0.0%
0.0%
100% 5,596
100% 5,170
100%
80.1% 4,513
80.6% 4,195
81.1% 4,048
5,080
100%
79.7%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
%
#
%
#
%
#
%
#
%
Self-Study Template 33
LAS_FA_ARTS_BFA_Q
27
34%
32
40%
38
46%
32
39%
FT Faculty
31
35%
PT Faculty
57
65%
53
66%
48
60%
45
54%
51
61%
Total
88
100%
80
100%
80
100%
83
100%
83
100%
Courses
Taught
Fall 2010
Number Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent Number Percent
F-T Faculty
36
40.0% 37
47.4% 30
30.3% 28
27.2%
P-T Faculty
(inc Admin)
54
60.0% 41
52.6% 69
69.7% 75
72.8%
Total
90
0.0%
0.0%
0.0%
100% 78
100% 99
100%
0.0%
103
100%
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page)
Since 2004 the Department of Art and Design has worked to find the best candidates to aid the university in its mission,
serve the needs of each program, and to serve our students overall. One goal of the department is to engender diversity
when hiring by maintaining a 50/50 ratio male and female. Since 2004, 5 of our last 8 hires were women. Of our 12 fulltime faculty members, 6 are women (50%). Of our entire adjunct faculty, including adjuncts in Staten Island and abroad,
21 of 42 are women (50%).
The Department Personnel and Budget committee reviews all junior faculty for reappointment and tenure as stipulated
by University procedures and guidelines.
Another goal of the Department of Art and Design is to hire persons of color and ethnically underrepresented
backgrounds. In the last 4 years the department has hired individuals who identify themselves as: Hispanic, S/Central
America; Arab, N. African Middle East & Black Caribbean; Asian, Pacific Rim; and Asian, Hispanic, S/Central America.
Moving forward the Department of Art and Design, strives to maintain the standard of hiring the best candidates to aid
the university in its mission to serve our students, and maintain diversity that reflects our global community.
Self-Study Template 34
LAS_FA_ARTS_BFA_Q
2005
FT
2006
PT
Total
#
%
#
%
Male
6
60%
12
46%
Female
4
40%
14
Total
10
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
18
6
50%
11
44%
54%
18
6
50%
14
26
100%
36
12
100%
0%
1
4%
1
0
0
0%
1
4%
1
Asian
0
0%
3
12%
White
10
100%
20
Unknown
0
0%
Total
10
100%
Tenured
6
Tenure-Track
ot Applicable
FT
2008
PT
Total
#
%
#
%
17
8
57%
13
52%
56%
20
6
43%
12
25
100%
37
14
100%
0%
1
4%
1
1
0
0%
1
4%
1
3
0
0%
2
8%
77%
30
12
100%
20
1
4%
1
0
0%
26
100%
36
12
100%
60%
6
8
3
30%
3
1
10%
10
100%
FT
PT
Total
#
%
#
%
21
8
57%
14
54%
48%
18
6
43%
12
25
100%
39
14
100%
7%
0
0%
1
1
1
7%
1
4%
2
2
0
0%
3
12%
80%
32
12
86%
20
1
4%
1
0
0%
25
100%
37
14
100%
67%
8
8
4
33%
4
1
0
0%
10
12
100%
FT
#
%
22
8
57
46%
18
6
43
26
100%
40
14
10
7%
0
0%
1
1
7
1
7%
1
4%
2
1
7
3
0
0%
3
12%
3
0
0
80%
32
12
86%
21
81%
33
12
86
1
4%
1
0
0%
1
4%
1
0
0
25
100%
39
14
100%
26
100%
40
14
10
57%
8
8
57%
8
9
64
6
43%
6
6
43%
6
5
36
0
0
0%
0
0
0%
0
0
0
12
14
100%
14
14
100%
14
14
10
Gender
Ethnicity
enure Status
Total
2010
FT
2011
PT
Total
#
%
#
%
Male
8
62%
10
48%
Female
5
38%
11
52%
FT
2012
PT
Total
#
%
#
%
18
8
62%
13
48%
16
5
38%
14
52%
FT
2013
PT
Total
#
%
#
%
21
7
58%
12
48%
19
5
42%
13
52%
FT
PT
Total
#
%
#
%
19
7
54%
14
45%
21
18
6
46%
17
55%
23
Gender
Self-Study Template 35
LAS_FA_ARTS_BFA_Q
Total
13
21
34
13
27
40
0%
1
1
8%
1
4%
2
1
8%
2
7%
3
1
4%
12
25
37
13
31
44
Ethnicity
Black
1
8%
Hispanic
1
8%
1
5%
2
Asian
0%
1
5%
1
0%
American
Indian/Alaskan
Native
0%
0%
0
0%
17
81%
28
2
10%
White
11
85%
2 or More Races
11
85%
0%
1
4%
1
8%
2
8%
3
1
0%
1
4%
0%
0
0%
21
78%
32
2
7%
1
11
92%
0%
2
6%
2
15%
2
6%
4
1
0%
1
3%
1
0%
0
0%
0
0%
0
19
76%
30
85%
24
77%
35
2
8%
2
6%
2
0
0%
0
0
0%
0
2
11
Native
Hawaiian/Pacific
Islander
Unknown
Total
0%
13
0%
21
0
0%
34
13
0%
27
0
0%
40
12
0%
25
0
0%
37
13
31
44
Tenure Status
Tenured
8
62%
8
8
62%
8
11
92%
11
12
92%
12
Tenure-Track
5
38%
5
5
38%
5
1
8%
1
1
8%
1
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
13
13
13
13
12
12
13
13
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LAS_FA_ARTS_BFA_Q
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
All full-time and part-time Fine Art faculty actively participate in research and scholarship that includes professional
practice, exhibitions, presentations and publications. Through assessment and planning activities faculty share and
discuss syllabi, relevant improvements in technology, media and advancements in pedagogical theory.
Creative output whether in the form of written research and scholarship or gallery exhibitions informs teaching,
supports the University’s mission and goals and creates a vital bridge between the academy and the professional world.
Fine Art faculty remains committed to continued research, scholarship, and professional practice as a vital component of
a successful program.
Faculty submits an Annual Faculty Activity Report (AFAR) and yearly department report to the chair. In the AFAR and
departmental list faculty research projects, scholarship and learning activities for the past year can be found.
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
The University provides summer support grants and "seed" grants to all full-time faculty. Innovative Teaching Grants are
also provided by the Center for Teaching and Learning. The latter provide faculty with the opportunity to experiment
and develop new ideas for cohesive, innovative classroom strategies. The center also provides faculty with a multitude
of workshops, resources and information.
In the past both the Departmental P&B and the Office of the Dean allow adequate funds for faculty development and
travel. The Dean's Office, through its development fund, often paid for art faculty to attend workshops on any topic
related to teaching and or student engagement. In addition, travel and conference funds were available to faculty who
want to attend and/or are presenting in professional conferences. On occasion, the Office of the Dean provides
assistance to Art and Design faculty for exhibition and research expenses. In 2010 the faculty travel budget was reinstated after being temporarily suspended due to University wide budget cuts for conferences, presentations, research
and exhibitions.
In addition, travel and conference funds are available to faculty who want to attend and/or are presenting in
professional conferences. The Office of Grants and Research is also available to assist the department and art faculty,
and periodically forwards announcements regarding funding opportunities. Since 2012, our faculty has more actively
pursued the assistance of the Grants Office in order to comply with university procedures and benefit from the services
rendered by this office. One full-time faculty in this program was the recipient of a summer support grant this past year
and the other full-time faculty was the recipient of several summer support grants in the past.
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
External
Fiscal Year
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LAS_FA_ARTS_BFA_Q
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
External
Funding
4,500
Fiscal Year
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
-
-
-
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Art (Q)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.15
4.20
4.24
4.40
4.43
4.46
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
Overall course evaluations and instructional vibrancy for the Fine Arts program are higher than the college’s and
university’s overall scores. This is in part due to the small class size and 6 contact hours for studio art courses in the
B.F.A. program.
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5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
100 percent of the full time faculty members in the B.F.A. Fine Arts program hold an MFA in Fine Arts. All adjunct faculty
members who teach in the Department of Art and Design hold an MFA, or terminal degree for their area discipline.
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
The Department of Art and Design has 12 full-time faculty members (10 visual arts and 2 art historians), and 31 visual
arts adjunct faculty. All of the full-time faculty and adjunct faculty hold or are working towards terminal degrees in their
field of study and all have credentials consistent with NASAD standards.
The Fine Art Program has three full-time faculty members dedicated to teaching major Fine Art studio classes. In
addition both full time and adjunct faculty from the other programs within the Department of Art and Design teach
classes that are specific to the Fine Art Program providing their expertise allows. Our faculty works in sub-specialties that
directly relate to the courses offered in the program. The expertise of full-time faculty includes: painting, drawing, print
making, sculpture, mixed media, digital art, watercolor, print design, motion graphics, web design, print production,
hardware networking and technical expertise, broadcast design, information design, digital photography, digital printing
and print making, silk screening, sustainable design, socially conscious design and art history. The Fine Art Program has a
goal of educating well-rounded young professional artists. To that end, adjunct faculty who work professionally as fine
artists, provide additional technical and professional expertise to the program and teach several classes in the BFA Fine
Art program.
Our studio classes are limited to 15 students, thus providing a 1:15 faculty/student ratio
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
The Department of Art and Design is located in St. John’s Hall with the exception of the Graphic Design labs which
are located in Sullivan Hall, a building that was built for the purpose of housing technologically advanced classrooms.
Fine Art studios in St. John’s Hall include rooms: 404, 405, 303, and 316, all which are general arts studios with
multiple uses. Room 404 and 405, however, are used primarily for painting and drawing. They are both equipped
with easels. Room 500, also in St. John’s Hall, is a printmaking studio; and room 403 is a darkroom facility for the
purpose of analog processes in photography. Rooms 316 and 406A also act as satellite graphic design/ digital
photography labs for student use. Labs are equipped with Mac desktops, the Adobe CS6 Creative Suite and both
labs have access to free ink jet printing. In addition to these, the Mezzanine area of St. John Hall is divided into three
larger studio sections, two of which are used for studio classes in design, drawing, illustration, jewelry design, and 3D design, and one of which is a designated Thesis studio for our BFA seniors and those working on Independent
projects. The Mezzanine area also houses lockers for BFA students and two small rooms, one which functions as a
small lighting studio for student use, and the other is set up as a resource room for BFA students.
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Sullivan Hall houses two computer labs, rooms 222 and 207, which are used for graphic design classes, some
photography and illustration classes, and the intro to video class. These labs have been updated every year for
software and are included in a rotation schedule with the rest of the university for hardware updates every 2-3
years. However, since Adobe changed their updates to the Cloud, the labs are still using 2-year old software, Adobe
CS6. Currently equipped with the newest Macs and the necessary software for graphic design, photography and
video, our labs are our most sophisticated facility, but are now challenged with the Adobe cloud updates, which IT is
looking into. It is imperative that the Adobe programs be updated for the next academic year in order for the
program to stay abreast of the industry standards.
The University provides classrooms throughout the campus in order to meet the needs of art history courses.
Classrooms assigned to art history courses all have inter-net and digital projection accessibility. The Department
also avails professors of laptops and projectors for use in studios, which are not permanently equipped with
projectors and computer podiums, though at this time, only the Mezzanine area lacks permanent podium and
projection equipment. An issue that we often face is that the projectors do not work well in some of the classrooms
and this impacts the proper teaching of art history since it is necessary for the work to be projected accurately in
order to accurately discuss elements of color, etc. within the work.
The Department of Art and Design ideally strives to have a space in which studios, labs and lecture halls can be
centralized and built to meet the needs required by each discipline. Our recruiting and alumni outreach efforts will
hopefully bring us closer to the realization of this goal. Until such time, we have been putting our efforts into making
the space that we do have as workable as possible and have received great support from the administration towards
the functional realization of the existing space.
Undeniably, the Mezzanine area presents the most challenges. Issues of air quality, ventilation and heat in this area
have been of great concern to the Faculty, students and administration. During the last few years, however, much
has been accomplished to improve the environmental quality of these studios, and the administration has eagerly
supported our suggestions and efforts to improve these existing spaces as best as possible. As a result, the air duct
system of the Mezzanine is regularly cleaned, and appropriate safety supplies such as eye wash stations are
maintained.
The darkroom, located in Room 403, serves the needs of all majors in the Department of Art and Design by providing
black and white analog facilities for learning traditional photographic methods. The exhaust system in the darkroom
is checked regularly and two new air-conditioning units were installed this summer (2014). The darkroom is
continually monitored for environmentally sound procedures. The facility is equipped with fifteen Beseler enlargers
and one fully automated Beseler 45 that is available only to photo majors and Faculty.
Since our last Program Review in 2008, many enhancements have been made within the existing space to avail
students of adequate studio space and equipment in which to produce challenging work. A small lighting studio was
set up in one of the smaller rooms in the Mezzanine area. This studio is equipped with a variety of professional
lighting equipment, seamless papers and backdrops, strobes, soft-lights, and a Calumet 4x5 camera. In addition 3
new Epson 3880 photo ink jet printers were purchased and added to the existing 9800 printers in the 3rd and 4rth
floor of SJH. Room 316 in SJH, which is now used for photography classes and as a satellite working studio for BFA
majors, is equipped with 5 Macs 2 scanners and 4 ink jet printers. Room 406A is now equipped with 1 Epson 3880
and 2 Epson 9800, 44” wide printers and 2 scanners.
Since all of our majors are now provided with a Mac laptop in freshman year, and Adobe now rents their latest
software from the “Cloud”, the need for more digital labs has greatly ceased since just about any classroom,
especially in the newly built DeAngelo Hall can adequately be used for teaching with digital media. As the
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Department grows, however, more photography and illustration facilities will be needed, especially in the area of
printing labs.
Library and Learning Resources offered to the Photography Program
The Library's collections in support of the Department of Art and Design include the following:


17,322 volumes of books (monographs)
The Art Department subscribes to Art in America, Art News, Art Forum, Print, and other relevant magazines as
well. These magazines are available in the Art Office for students and faculty.
In addition, the library finances and supports the following on-line resources for the Department:
Databases:
 Art Index (Wilson); Covers international articles on art from 1984 to present. Also indexes images.
 Art Retrospective (Wilson); Art journal indexing from 1929 to 1984.
 ARTstor; Repository of digital images of art, associated data, and user-friendly tools.
 Design & Applied Arts Index; The leading index for articles published in design and applied arts periodicals from
1973 onwards, covers new designers and the development of design and the applied arts since the mid-19th
century.
 ProQuest Research Library; Includes full text of art and music journals such as Art in America, Afterimage,
American Music, Music & Letters, and more.
E-Reference Sources:
 Credo Reference: Art; Includes A Biographical Dictionary of Artists, Dictionary of 20th Century Design &
Designers, and more.
 Oxford Art Online; Includes Grove Art Online, The Oxford Companion to Western Art, the Encyclopedia of
Aesthetics, and The Concise Oxford Dictionary of Art Terms as well as nearly 6000 images of art and
architecture.
 Oxford Reference Premium: Art; Includes The Dictionary of Modern Design, Dictionary of 20th Century Art, and
more.
Faculty work together with the Director of Collections, Mr. Andrew Sankowski and with Cynthia Chambers, in order
to update the collection on a continual basis. Our art history faculty work closely with the library in order to
maintain and evaluate resources.
An exceptionally rare collection of the Library is one of exhibition catalogs dating back to 1949. This collection,
which consists of approximately 9,000 holdings, has been set up this past year in the Reserve section so students
and Faculty have access to its "treasures" for research purposes.
The Department itself archives a slide/image collection that was in use through the 1990’s. Consisting of 10,607
slides, and over 20,000 images on electronic media, the collection, though rarely used in recent years, is archived in
the department office.
The newly organized Resource Room in the Mezzanine of St. John’s Hall provides a small library of art and
photography books for student use. Texts and books of interest are provided for students to do research and
additional readings. Students may reserve access to the Resource Room during regular studio hours.
The single greatest challenge faced by all the programs housed in the Department of Art and Design is the difficulty
we have recruiting high achieving high school students because of the scattered nature of our facilities. A number of
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improvements have been requested and funded (as detailed elsewhere in this document) over the last five years
and while necessary, these upgrades have simply served to patch and make workable a less than ideal situation.
Our incoming freshman class benefits from top notch curricula and from working with professional New York based
artists and designer educators but most of these students arrive to a campus where their classrooms are below the
grade they experienced in high school. To be blunt, our facilities are undeniably lacking when compared to peer
institutions and even too many community colleges in the New York metro area. What is missing is not simply
specialized equipment, which we have been fairly successful in acquiring through funding from the Dean of St.
John’s College, Capital Requests and even from donations, but the integrated art making spaces found at Art Schools
and at other liberal arts universities housing art and design departments. We are fortunate that so many students
and their parents have been able to overlook this deficiency and still choose to attend our program, but it is unlikely
that we will be able to maintain strong numbers or continue to dramatically increase the number of incoming
freshman without a substantial investment in infrastructure and facilities. The Department of Art and Design has
made similar requests and the past and as stated elsewhere in this document we were slated to be moved to new
space (in the old University Center) as part of the 2008 strategic plan. Unfortunately, the proposals outlined in the
2008 strategic plan failed to materialize and the designated space was used for other purposes.
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC;
faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments,
and faculty offices, etc.. (Suggested limit 1 page)
Art Department studio spaces located in St. John’s Hall suffer from the building’s outdated infrastructure.
Adequate lighting, storage and ventilation are missing from our studio facilities because the building lacks the
necessary mechanical systems and space required to support well designed facilities for art education.
The decentralized layout of our facilities also presents a serious obstacle. The division of the department
between Sullivan Hall and Saint John's Hall limits student interaction among the various BFA programs, and
students have expressed feeling isolated from the larger community of student artists and separate from the
energy and strength of the program. In addition to inconvenience, this situation creates a vital disconnect in
areas that need cohesion.
Tools and equipment are used extensively in many studio classes, and faculty are responsible for maintaining
most of the tools and equipment. This maintenance process has left the faculty in
some areas overextended. In addition to this, our high-end lab equipment that includes computers
and printers also needs to be maintained. A digital lab manager or TA is needed to supervise and
maintain equipment, and assist students with equipment during after-hours use when faculty are
not available.
The photography lab located in room 403 of SJH serves as a photographic darkroom, but its small
size and lack of adequate ventilation make it a marginal facility at best. The room is plagued by numerous water
leaks from the outside which periodically cause sections of the interior wall and ceiling to crumble. In addition to
the physical problems, the small size of the photo room prevents the integration of digital and traditional
technologies in one room. Therefore the photo courses that depend on both technologies need to be assigned
to two separate classrooms. This challenges the instructor to provide constant attention to students located in
different rooms. This situation can only be resolved by relocation to a more suitable facility.
Students enrolled in Art 4953 Independent Study require dedicated studio space for their independent work.
This is not possible within St. John’s Hall. No adequate space is available. Although studio space has been
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LAS_FA_ARTS_BFA_Q
designated in the mezzanine area, this space is not secure and anyone can access it. Work in progress in this
area is always at risk of being stolen or damaged.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)

Partially funded: Podium Technology in all Art Studio Classrooms
During the summer of 2012 the art studios on the 3rd and 4th floors of SJH were upgraded to “Podium
Classrooms,” making Internet access and digital technology available. The upgraded rooms include painting and
drawing studios 404 and 405, the Illustration and Design studio located in room 303, and the digital printing
room located in room 316. No podium technology was incorporated into the mezzanine art studios located in
SJH

100% funded: Security Upgrade
Major security upgrade in the art studios located in SJH with the installation of security cameras and controlled
access systems at all entrances to these studio areas. (see item 3b)

100% funded: Upgrade Equipment – Photography
Capital request for photograph equipment upgrade
Submitted in October 2012, funded June 2013

100% funded: Furniture Upgrade and Replacement – Fine Arts
Capital request for new painting easels, painting tables and a Rack System for Storing Paintings Vertically,
Submitted in October 2012, funded June 2013

100% funded: New Equipment for Music Program – Fine Arts
Submitted in October 2012, funded June 2013

100% funded: Music Room Renovations
In conjunction with the Dean’s office and Design and Construction, the Department of Art and Design explored
ways of creating much needed practice spaces for music students. Room 108 SJH was identified as a suitable
space for a new music practice facility. In 2011 this room was completely renovated, sound proofed and the
walls were acoustically balanced with sound absorbing panels. This room is currently used for students
registered in MUS 1620 Voice I and MUS 2620 Voice II to practice in. In addition, room 312 SJU, the
department’s primary music room, was completely redesigned and renovated. White boards replaced the
traditional black boards, and acoustical paneling and tiles were added to adjust room acoustics and control
sound pollution into adjacent classrooms.

100% funded: Mezzanine Renovations for Thesis Studio
During the summer of 2014 the art studios located in the mezzanine level of SJH were renovated to include a
dedicated studio workspace for students enrolled Art 4125 Creative Thesis.

100% funded: Furniture for 303 and 316
Replacement of tables and chairs in these rooms was funded in 2013.
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6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College
Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1 page)
The chart below positively illustrates the cost effectiveness of the program:
The Fine Art program had a contribution margin/profit of $ 63,048 for the FY 2014. The direct expenses of this program
are primarily the studio maintenance and supplies, many of which are shared by all four BFA programs. In 2014, we had
one fine art student who received tuition remission. The fine art major, in recent years, has the least amount of majors
of the four programs, but it still offers a positive and critical contribution to the department overall.
Standard 6.
N/A
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
As a result of the program review of 2009, effective action has been taken by the Department of Art and Design to
upgrade the quality of the department’s facilities, curriculum and overall student engagement.

The safety concerns in the mezzanine level and the 4th floor studios located in St. John’s Hall were addressed.
The University funded the Department of Art and Design’s request for the installation of security cameras and
controlled access systems at all entrances to the art studios located in these areas. (see item 3b)

As part of the security systems enhancement, new fire doors were installed on the mezzanine level “Exit” doors
that lead directly to the outside. These new doors only permit outside egress and prevent entrance. New fire
doors were also installed on the 4th floor of St. John’s Hall replacing old doors that did not close properly.

The Department of Art and Design in conjunction with Public Safety established a new protocol to control
student access to the art studios during off-hours. (see item 3b)
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LAS_FA_ARTS_BFA_Q

The BFA Fine Arts curriculum was revised. Older courses that lost their relevancy were replaced with
four new upper level courses. Three of the new courses were added to the Fine Arts majors’ junior and senior
years as required courses, and one is available for them to take as an elective choice. Course sequencing was
adjusted to establish a better continuity from entry level to upper level areas of study. (see item 3b)

During the summer of 2014 the art studios located in the mezzanine level of SJH were renovated to include a
dedicated studio workspace for students enrolled Art 4125 Creative Thesis.

A new dedicated student exhibition space was established in the St. John’s College Office, Room 145 for the
continuous display of art created by Department of Art and Design students.

In our commitment to improve student engagement, and effort to maximize the senior thesis experience, in
2011 we extended the senior thesis course to include an exhibition in a professional New York City art gallery,
the Dorsky Gallery. The senior thesis exhibition in an off campus NYC gallery has evolved into an annual event,
and the experience engages students in every aspect of professional exhibition planning and participation, and
has transformed the thesis course from a theoretical to a real world lesson. The department continues to
aggressively explore ways to improve both its internship and thesis programs.
Initiated plans for future improvements

The Department of Art and Design continues to explore ways to provide juniors and seniors with private,
individual work stations, where they can work on advanced projects. This is an acute need that has also been
cited in the “2010 NASAD Visitors Report.”

To further enhance student engagement, the Department of Art and Design plans to increase its efforts in
hosting student forums throughout the year that extend beyond the classroom. The University Gallery could be
used as the setting for these student discussions and reading events, and other departments could also be
invited to participate.

The Department of Art and Design will begin the integration of 3-D printing in several classes during the Spring
2015 semester. 3-D Design (Art 2120) and Junior Design (Art 3135) have both been designated for pilot projects
in this area. Faculty teaching these courses will work with Eric Alvarado and staff in E-Studio to develop projects
that utilize 3-D printing and will begin working with and teaching new software so students can effectively
translate ideas, two dimensional drawings and mockups into the renderings needed to produce 3-D printed
objects. 3-D printing as broad applicability to several majors in the Department of Art and Design and the
inclusion of this technology into lower level classes will allow more advanced students to integrate 3-D printing
and modeling into class projects and thesis work.

The Department of Art and Design continues to explore ways to create meaningful connections between
program alumni and current students. To date, Department has adopted several measures aimed at this goal. A
LinkedIn group which was developed in 2014 allows faculty and alumni to open post job and internship
positions. Alumni also come back several times a semester to critique upper level student work. In the future we
plan to expand these initiatives and offer networking events where current students can meet alumni working in
the field and hopefully make connections, which will survive post-graduation. We also plan to work with career
services to and the LinkedIn group to more effectively connect students and recent alumni to job openings in
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their field of study.

The Department of Art and Design is committed to serving transfer students and minors as well as the majority
of students who enter our undergraduate programs as freshman. To this end, the Department has worked with
the Office of Transfer Student Services to create advising procedures for incoming transfer students and has
revised the list of courses eligible for transfer credit in some programs. In the future the Department of Art and
Design will continue to monitor transfer student progress and make adjustments to our requirements and
advising practices as needed. The curriculum for all minors offered by the Department were updated so they
now require 18 (rather than 21) credits. Several programs have made significant revisions to the minor structure
to better serve students who come from many different areas of study within the University. The updates have
been completed but many students are not aware of the changes. In the future, the Department will work to
publicize the five minors offered and will continue to monitor how students progress through the new
sequences of course offerings.

Inadequate facilities remain our biggest challenge when it comes to recruiting and retaining high quality art and
design students. Moving forward, the Department of Art and Design will continue to make request for
integrated art and design making spaces. In the absence of large-scale capital improvements, each program in
the Department will work to make the best use of existing space and to implement small scale updates of
technology and equipment that will improve the student experience and maintain high quality instruction.

To enhance the department’s printmaking capabilities an area in the mezzanine will be converted into a
dedicated “Silk Screen Printing Facility” equipped with a silk screen printing press.

BFA FINE ART / M.A. MUSEUM ADMINISTRATION track
Currently in planning is a five year B.F.A. /M.A. track that would broaden course offerings focused on the
museum field to attract fine arts majors (who already undertake 9 credits of art history courses that are
preparatory requirements for the M.A. degree). The goal is to offer BFA Fine Art students career opportunities
in the arts, which capitalize on their skills and support ongoing, lifelong creativity in their chosen field.
Museums are major employers of artists, not just art historians.
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