Program Review - CMC

Copper Mountain College

2009

Program Review Art

Art 2009 Program Review pg 2

TABLE OF CONTENTS

Introduction

I. Mission and Vision

II. History

III. Program Data

IV. Goals & Plans

V. SWOT Analysis

VI. Work Plan

VII. Executive Summary

VIII. Comparative Analysis- Retention rates/Success rates


Introduction- Art


MISSION STATEMENT: Copper Mountain Community College District

“Our mission is to provide access to educational opportunities for diverse desert Communities through a comprehensive curriculum and a passion for the success Of every individual student.”

VISION STATEMENT: Copper Mountain Community College District “Copper Mountain College will be the educational and cultural center of the Morongo

Basin. Through cooperative efforts with the community and within the college, we will Develop innovative curricula matched to the needs of our students to prepare them to Achieve their educational and life-long learning goals.”

I. MISSION & VISION


Initially, Copper Mountain was a satellite of College of the Desert (COD). Courses had been taught at various sites in the Morongo Basin since 1965; however, the present Joshua tree site didn’t begin offering courses until 1983. When the Copper Mountain campus separated from College of the Desert in 1999 (the result of a special provision by the California Legislature, creating Copper Mountain College (CMC) as an independent community college district), the new college, CMC, inherited courses and programs from the COD curriculum-approval process. (For a more detailed historical review of the college, see CMC’s current Strategic and Educational Master Plans.)

The early years of the art program at CMC consisted of a slowly growing faculty offering a slowly evolving group of classes. The emphasis was on what we now call traditional art classes; namely drawing, painting, and sculpture on the studio practice side and general art history survey classes that presented the history of western art from prehistory through Modern art.

Michael Murillo started teaching at CMC in 1981, and became the department’s full time art instructor and de facto art department chair. In 1999 he was promoted to Vice President of Instruction. M. Murillo has since returned to the class room fulltime (as of Fall 2007) and plans to retire at the conclusion of the fall 2008 semester.

One of our two current full time faculty instructors, Michael Murillo recollected that in 1981 he started as an art instructor teaching classes at the church on Two Mile Road near Lucky Park in 29 Palms. At that time the art dept faculty consisted of Michael Murillo, Elsie Grace, and Gloria White. During this period of the 1980’s the department had a proportionally large enrolment that enabled other academic programs to grow according to Michael Murillo. One of the most popular classes was a ceramics series taught by Lani Atkins. Considerable ceramic equipment such as throwing wheels, kilns, and the like were owned by COD and were utilized in 29 Palms for many semesters. At some point Mr. Atkins decided to change careers and left to install swimming pools. A replacement instructor was not found or available and the program languished. A last effort to revive the ceramics classes was staged by Ed Kiesling who offered classes with the equipment in Yucca Valley. When insufficient enrollment derailed this class, COD claimed the equipment and moved everything to their main campus in Palm Desert. No ceramics classes at the college level have been offered since. At some latter point Howard Pierce (deceased) donated a large kiln to the college. It has sat directly in the sun on the southwest side of the automobile shop for many years now. It is unclear if it works properly or if it was even in working order when it was donated. As such it’s usefulness to the department is, to say the least, uncertain. While it is easy to argue a case for reinstating ceramics classes at CMC with the presumption they would be popular, this does not factor the lack of needed equipment, the toxic nature of dealing with ceramic glazes, and most importantly the nonexistence of dedicated classroom space. This situation leads this program review to place a low priority on any such developments. If a new facility were to be possible, then at that point in the future it would be time to give serious consideration to restarting ceramics at CMC.

II. HISTORY


Other highlights of this earliest period included a black and white photography class with darkroom techniques that was taught by Phil Dunham (deceased) on the Marine Base, and also partly at his own personal dark room. This class was terminated when the Base closed down the dark room facility. Later, with the availability of commercial photo processing, Dunham had students use that method to obtain prints. There were considerations of converting a closet in room 122 to a darkroom, but it was never realized. Dunham left the art department in 1997.

This review will closely consider upgrading our offerings in the important, very relevant, and highly popular digital photography class. With certainty there is no compelling reason or need to go back to the traditional chemical darkroom format.

In the 1990’s Cathy Allen and Rosetta Brooks were hired as adjunct art instructors. Allen taught Drawing and Composition and Brooks taught Introduction to Art on campus and at the Marine Base. The by now full time instructor Michael Murillo had taken the Division Chair position and had to give up three classes in order to produce openings for these hires. Brooks left in 1996.

From 1994 to the present, C. Allen, has taught a variety of classes during her fourteen years of employment. She has recalled that earlier in her employment, instructors regularly obtained money to buy instructional supplies of up to $150 per semester for each designated class. The instructional supply money became more difficult to obtain after CMC became an independent college in 2001. In addition, the limited funds were impacted by management decisions that charged the department budget for items such as ink for a wax based printer that was supposedly being used by the art graphics and photo classes. In reality these classes rarely used this wax-ink printer as it produced poor quality prints. In addition, actually connecting to the printer was a constant ordeal as the computer lab staff had been instructed not to leave the classroom computers always connected to the printer in an effort to save ink. Each time a print was wanted students would have to follow an arcane set of directions to connect to the nearly impossible to find networked location of the printer in an unseen room. When the computer was turned off the link was lost again. The printer has since completely stopped functioning. Other printers that had been bought with mostly art auction money are no longer of this world. One was ruined by misuse, two finally wore out, and one was stolen. Spelman Downer who had spent considerable time managing the devices has come to the conclusion that paperless output, namely multi media formats are easier to control, do not use consumable resources, and are more meaningful in a class room context.

Classroom equipment was barely existent in the late 1990’s. There were six easels for drawing, and approximately twenty drafting tables that served as multipurpose painting, drawing and design tables. Antique opaque projectors that were made in the 1950’s were used, along with several other pieces of decrepit equipment such as spotlights with stands. Two rooms designated for Art were also shared with other disciplines which created conflicts. Room 121 was taken over by the nursing program in 2003 and a storage room was converted to maintain the two-room art designation. Ceiling spotlights were installed in room 122. Because these rooms were still shared with other disciplines, the use of particular art mediums and


techniques were problematic. For example, charcoal a traditional and ordinary medium in drawing, life drawing and color/design classes was considered too messy. Instructors were reprimanded for making “messes” by administration, via the maintenance department.

Student enrollment began declining in the art program in 2001, especially programs at the Twentynine Palms Marine Base. The Marine Base program decline was most likely related to the Twin Towers Bombing in New York and the subsequent terrorist threat. The Marine Base closed their facilities to all educational programs, and classes began meeting at the Twentynine Palms High School. Those art classes dwindled from an enrollment of an average of 45 students to around 20. Classes returned to the base in 2003; however, regular deployment kept class enrollment relatively low.

Around the same time rumors existed in the community that no credit was given for CMC classes because of the separation from COD. This could have had some negative impact on enrollment.

In 2000 a search committee was formed to hire a new full time art instructor. The committee was charged to hire someone with expertise in both traditional studio arts and the emerging digital technologies for computer based art production. Also wanted was a candidate with community organizing experience. The committees choose to hire Spelman Evans Downer in the summer of 2001, and this subsequent department history is written by S Downer as he recalls the first seven years of his teaching art and his leadership role as de-facto art department chair.

In 2001 the CMC Art Department was only offering traditional classes in studio art making; Painting, Drawing, Life Drawing, Sculpture, 2D Design along with a four semester series of survey art history classes and a general interest Intro to Art class that was a popular liberal arts transferable elective. S Downer has offered digital photography since the spring 2003 semester. This class is one of the most popular and best enrolled classes in the art department. The excellent reputation of the instructor, his deep connections to the West Coast Straight Photography school that he was exposed to in the Bay Area (first with Leo Holub at Stanford, and for graduate work with Photo Realist Robert Bechtle at San Francisco State University) have brought in numerous practicing and budding photographers to study with the instructor. Increasingly workshop participants from S. Downer’s three annual photo workshops offered through the Joshua Tree National Park Association’s Desert Institute sign up for a full 18 week class based on their positive experience with Mr. Downers approach. Since the fall of 2006 he has also offered a History of Photography class. After some adjunct faculty hires failed to keep enrolments high enough for the classes to run, S. Downer also stepped into the role of the Graphic Design instructor, starting in 2005. S. Downer. He has taken the initiative to start a unique Earth Works Now series of exhibitions which will be mentioned later. In 2003 he saw an opportunity to get students more involved with developing their multi media skills, and has been organizing an every semester student competition called RGB Multimedia which will also be discussed later.


Use the table below to record and organize program data & input received from constituents (surveys, discussions, data from COCO, meeting minutes, etc.). Cite the sources for all data/input. Attach any documentation to this form.

Instructional programs might include such data as initial enrollment, first census, number completed, number passed with grade of C or better, number of sections offered by semester, days of week and times offered. Direct instructional support programs might include such data as total number of students served broken out by type of service, hours of operation, number of faculty/staff providing a service. Indirect instructional support programs might include hours of operation, number of faculty/staff providing a service.

In the first section, list data sources. Include the relevant timeframe covered by the data, and why you are using it.

The second section is where you would list other sources of information collected/solicited for use in your Program Review. Input can be from large or small scale surveys, individual observation and feedback, etc.

Be certain to assign a reference number to each data element and, when possible, to attach records to support your data (surveys, discussions, data from COCO, minutes, etc.

Data Element/Source (eg enrollment/COCO)

A. Instructional Programs Enrollment/COCO 6 semester trends – beginning with Fall

2004-to assess current program

1. # of students 6 semesters initial enrollment; # sections offered

2. 6 semester trend as % of Day 1 Enrollment

3. Attrition table

4. 6 semester trend as % of Census

B. Occupational Information Network online search- to assess job market-as of Nov 14

projections for next 8 year period.

Input Element/Source (eg Program needs/2002 Advisory Committee Meeting identified

needs)

C. Advisory Committee Minutes # 1- gather community input

D. Advisory Committee Minutes # 2 - gather community input

III. PROGRAM DATA


DATA A1









DATA A4


Evaluate the need for consolidation of specific class room(s) for certain tech driven classes.

Propose an Ed Tech Plan (A or B) to address computer lab use issues and to upgrade both hardware and Software to HD output standards to attract students.

Align adjunct and full-time approaches to instruction, program coordination, and quality control

Evaluate adjunct on a regular, systematic basis and provide mentoring/improvement strategies

Update all Course Outlines of Record.

Eliminate grading discrepancies between full-time faculty and adjunct

Eliminate retention discrepancies between full-time faculty and adjunct

Begin taking the steps that are necessary to create a full digital photography certificate program with a vocational emphasis.

Establish on-going scheduling strategies are best for our students.

Adhere to seniority when establishing initial teaching assignments

Create a systematic set of conditions for class cancellations

Learn how to work more effectively with provided data

Develop greater skills and take a more proactive role with student advising

Determine what leadership roles are needed within the department and how to work with the administration to answer these needs

Establish a sense of professional collegiality within the department, and insist on department meetings on all FLEX sessions.

Work with the Communication Department in Writing-Across-the-Curriculum.

Work with the college to establish marketing strategies that relate to taking courses in the arts.

Lobby for additional office space for adjuncts.

Ensure that even visual art and art history classes emphasis the importance of language skills.

Ensure that both creative and critical thinking be strongly developed in all art classes.

Put together a list of software, hardware, and studio equipment that will attract and retain the largest student body possible.

Scrutinize that all new program SLOs and course level SLOs are tied to the schools core competencies; namely; Communication Skills, Information Competency, Critical Thinking, Ethics, and Personal Development.

IV. GOALS & PLANS


Strengths

(Internal to the Program)

Quality of faculty, small class size, DIY attitude, exhibition opportunities for students, unique desert campus perfect for earthworks experiments and shows, Earthworks Now International Biennial, art auction that raises monies for scholarships and the art dept, RGB Multimedia competition with student academic achievement award money provided by the CMC Foundation.

The Art Department now has two HD video cameras that, with supervision, can be used by students. A greatly improved student share network thanks to new server. Improved recognition and response from the school administration.

Weaknesses

(Internal to the Program)

Low budgets. Scattered equipment not consolidated and consistent enough to be stable and useful (the first signs of improvement have just started Fall 2009). Lack of computers powerful enough to easily edit video footage. Old software; e.g. Photoshop CS 1 (circa 2003), and no video editing software or DVD authoring software (we need Adobe Premiere and Encore). Old easels for painting that are falling apart, no drawing horses that are easy to use and take up minimum space. No high key lighting for still life set ups and life drawing sessions. Slow and cumbersome response time from tech support that are presumably stretched too thin. Highly difficult scheduling with conflict across programs for computer lab use which are just showing signs of meaningful resolution.

A poor reputation of the school in some quarters which is showing signs of turning around. Poor morale that is now really mending with the improved responsiveness of administration. High student drop out rate which is improving. Often poor retention. Generally too much emphasis on student assistance and remediation and not enough emphasis on the brightest students. Fall start time too early when desert heat is still oppressive. General status of the arts as too hard to make a living.

Opportunities

(External)

Can turn around and improve the school’s reputation, can re-build a better, more viable and meaningful program. (There is presently some anecdotal evidence of this). Will be adding printmaking class to take advantage of new donated printing press and work with digital output converted into intaglio printing. Can add on-line classes or hybrid classes (maybe we can train or find an instructor with experience in teaching art classes online.

This is a new goal of in our revised Fall 2009 Work Plan). Have more experience to create viable independent study classes. Can re-start art club (underway) and try to make it more sustainable (Spring 2009 the club was active and put in considerable effort to remove silicone metal posters on concrete block walls and installed new hanging strips for student exhibitions in

V. SWOT ANAYLSIS


the art room 401); The club will actively participate in the next Earthworks Now (EWN) show for Spring 2011, and in conjunction with multi media students will fully document all EWN events. When this show is held we can capitalize on the international attention of the Andrew Rogers’ geoglyph that was built Fall 2008 in Yucca Valley.

Now that the department has 2 video cameras, they will be put to work in the Advertising Art class for Spring 2010. This existing class is being redesigned to include advertising projects made expressly for our College and will be coordinated with Director of Marketing Laura Hall. This hands-on class will give students real world experience in multi media production. Add an animation class after testing a community service offering this past Spring 2009. Add a full new digital photography/ multi media certificate program to build on schools photo and multi media reputation.

Threats

(External)

On-line classes from other institutions. Economic slowdown severe enough to bring students back to school but not have them as interested in art classes per se. Bullet point thinking that is too unspecific to be truly helpful, continued reliance on students “being paid” to attend college.

Goal Resources

Required

Actions/Steps Measurement Person

Responsible

Target

Completion Date

Evaluation

Stabilize and then improve overall enrollment in CMC art classes.

Accomplished

See data

Stable classroom set-ups.

Re-organize one more time Art Room 401;

Accomplished. Secure consistent computer lab space; progress being made.

Track enrollment

As compared to the base line data that has been collected over the last four years.

Done; see data sheet.

Spelman Downer

Fall 2009 for first meaningful comparison

Enrollments up; see data sheet

Improve student retention and the number of students that take multiple art classes. Retention has slipped slightly as enrolments have risen nicely.

Number of students taking multiple art classes is being

Stable classroom

Set-ups, and solve computer lab availability and scheduling

See above, and ensure that students have positive experiences with meaningful classes. Have restarted CMC

Track enrollment as compared to the base line data that has been collected over the last four

Spelman Downer

Fall 2009 for first meaningful comparison

Feedback from students and status of reputation in the arts community.

Evaluation in

VI. WORK PLAN


studied. Just received base line data from the research committee.

issues.

It appears that great improvement is happening on this issue.

Art Club with involved student leadership.

years.

Look for increased number of students taking multiple classes more than base line data. Just begun analyzing

This data.

progress as this is the first semester we have data on the number of students taking multiple art classes.

Based on our spring 2009 Program Review, the CMC Art Department has mostly good news to report. Our first goal to stabilize and then improve overall enrollment in our College’s art class has clearly been met. Please see the data sheet that shows enrollments of 162 students for Fall 08, 179 students for Spring 08, and 232 students for Fall 09, in the core classes we tracked.

While enrolments have rebounded nicely, the retention rate has slipped a bit in a few classes. We will do everything we can to improve this metric going forward, but my own observation in my digital photography classes, for instance, may be telling. More students are enrolling in this class, yes, but it appears to me as instructor, that too many find the class more demanding than anticipated and consequently drop out. I can attest that the ones who stay for the duration are getting the SLOs that we are promising them. As word goes out to the student body that the photo, multi media, and indeed all art offerings at CMC are serious and demanding, we are hoping that this will improve this retention issue. The fact that we are in the process of consolidating class room space and equipment will also surely help this weak spot.

Our third goal was to create a new art computer lab. Many alternatives have been considered, and I have good news to report on this front. First of all, Tech Plan B has been funded by VTEA grant money. This modest but catalytic grant of $12,500 will allow the department to buy 8 new quad core computers with large hard drives in RAID 0 configurations. These machines will be able to capture, edit, render, and output large video files. The plan is to make a purchase order immediately, and get the machines installed and networked for the spring 2010 Advertising Art class. While this is an existing class, moreover the department is doing the final design of a new multi media vocational program in photography and multi media, and this program will take huge advantage of this new asset.

In the short turnaround time since returning to the desert from my summer home in Alaska to when this report needed to be filed, we have no new Advisory Minutes to report at present.

We have one new goal for fall 2009; to train or find a new instructor for Hybrid or On-line Art History classes. The plan is to arrange a call for a new art instructor through Human Resources. The chosen instructor will be required to design new Hybrid or On-line classes and usher them through the curriculum committee. We anticipate Classes offered by spring 2011. This should help us improve our competitiveness with other institutions in on-line instruction.

Generally speaking I have been encouraged by the progress we have made so far. The administration is clearly now making a big difference to settle areas of conflict over space, budgets, and resources, and between departments. All of these improvements are noticed by students and they benefit, and then they spread the word to their peers. While we clearly have a long ways to go, I can see the difference it makes for the learning outcomes we have targeted, and it is rewarding to be involved with higher education at Copper Mountain College. Spelman Evans Downer, CMC Art Department

VII. EXECUTIVE SUMMARY


Retention Rate for 2008 Fall Term

Art (1002)

Locations Total Enrollments Retained Retention Rate (%)

CMC 193 169 87.56

Feather River 101 91 90.10

Lassen 196 176 89.80

Lake Tahoe 162 147 90.74

Palo Verde 16 15 93.75

Siskiyous 152

132 86.84


Success Rate for 2008 Fall Term

Art (1002)

Locations Total Enrollments Succeeded Success Rate (%)

CMC 193 158 81.87

Feather River 101 79 78.22

Lassen 196 144 73.47

Lake Tahoe 162 132 81.48

Palo Verde 16 13 81.25

Siskiyous 152 118 77.63

Documents

Program Review - CMC