Program Name
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Division
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Creative Arts/Social Science
Submission Date
1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
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Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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| Online versions of Art 101 (Prehistoric to Medieval Art) and Art 102 (Renaissance & Baroque) and Art 103 (18th to 20th c. art) have
been added to the program to make art history avilable to a wider audience. Art 105 (Asian Art) is currently taught. Since the last program review, I have incorporated the practical aspects of making art into the art history curriculum so that students will better understand the
challenges that artists face and how media and technique impact the final work of art. The art department has seen an increase
in enrollment across all of the courses, perhaps as the result of the cross-disciplinary collaboration between art and art history.
As noted above, I would like to add more GE transferable courses to the art history program, specifically courses in non-Western
European such as African, Oceanic, and Hispanic (including Pre-Columbian) art, to be taught by experts in those fields. These
courses will meet the needs of our diverse community, provide more transferable courses and contribute to students’ Baccalaureate
degrees. Like all art history courses they will meet institutional priorities. The addition of these classes address student equity.
Because there is a segment of the student population that needs academic support, especially with reading and writing, my goal is to
communicate more closely with language arts, student services, the learning support centers, and instructional programs. There is a wealth of
services available to support student success, of which I make students aware. I am very pleased with the collaboration between the Learning Center and art history. I am currently on the International Education Committee to enhance the success rate of international students in my classes. | |
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
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2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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| Student success indicators, independently of SLOs, suggest that the addition of non-Western art courses would attract members of the Oceanic, African and African American and Hispanic communities to the art history program and therefore increase enrollment among non-White students. It would also increase awareness and appreciation of these cultures among students who are not members of those groups. Finally it will increase the number of GE transferable art history courses that will contribute to student success and transfer.
Data indicated that approximately 18% of art history students are Asian, 1% black, 8% Filipino, 31% Hispanic and 20% white. I believe this data reflects both the online and on-campus population. I do not have separate data for the art history online classes. As noted above, the addition of non-Western classes to the art history program would reduce the equity gap in the student populations of art history. The online classes make art history available to a wider audience, including those that are house-bound, thus also addressing equity. | |
Student Success and Equity
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2d. Provide an update on any long-term plans that are still in progress (if applicable).
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| I would like to formulate a method to contact CSM art history majors who have transferred to and graduated from four-year institutions to find out what was most valuable to them in CSM's art history program and what they would have found useful. I would also like to survey students to find out if the skills they develop in art history are useful in their other classes. | |
3a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
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| Assessment of past semesters did not reveal that changes are necessary. I have addressed this in 2a. | |
3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
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| I have attended all of the workshops on SLOs and all of the workshops and flex day activities on assessment. I participated in an interdiscipinary group at an opening day workshop. I have also lectured on art for music classes. | |
4a. Provide a brief description, including actions, measurable outcomes, and timelines
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| This has been answered in 2a. A timeline is not possible. It depends on when the division has the funds to hire adjunct faculty. | |
4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
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| As noted above, the addition of non-Western European courses to the program will increase student success and promote student equity. Professional development (course release time) and program improvement funds are required to develop these courses. Alternatively, adjunct faculty who are specialists in these areas could be hired. | |
4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieve its goals and plans.
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| Professional development and program improvement funds could also provide faculty with funds to attend classes in non-Western European art. | |