Program Review

Part I

Context 1.

Mission Statement The Art Department, whose faculty is comprised of professional artists and art historians, provides a comprehensive and vigorous curriculum to the culturally and economically diverse Bay Area community. Our program, which incorporates contemporary and traditional technologies in its studio and lecture course work, is designed to develop students’ analytical and creative thinking skills. Courses are offered at several campuses and museum locations as well as via broadcasting and the Internet. The Art Department’s curriculum fosters independent thought and continued growth for students seeking their A.A. degree in art or preparing for transfer to four-year colleges and universities. It also serves students in the development of entrepreneurial or career skills in the visual arts and in the pursuit of cultural enrichment and lifelong learning.

2. Status of goals, objectives and action plans in previous program review. The Art Department has either met or is taking action on 68.42% of the extensive objectives set for itself in its last program review. Although a remarkable accomplishment given the large number and diversity of objectives, 31.58% of the objectives are unmet and must be addressed in the future. The following paragraphs describe the Department’s accomplishments as well as outstanding objectives as they relate to: Student Success and Faculty Teaching Excellence New and Innovative Curriculum Public Outreach Supportive Working Environment Facilities New and Innovative Technology Equipment and Supplies 2.1

Student Success and Faculty Teaching Excellence Several exciting developments are underway to foster student success. The Art History Teaching Assistantship Program teaches students how to prepare and present class lectures, formulate lesson plans, review student writings and tutor fellow students. The experience gained through these assistantships serves as an excellent reference on student resumes. The Docent Training Program at the Diego Rivera Mural is now a formalized training program that has expanded not only the educational opportunities for City College students, but also the number of visitors who come to the campus to see and learn about the Pan American Unity mural. Growing from one docent with limited hours of availability in 2000, the program now enjoys the participation of 6 to 8 students each semester whose work hours provide public access to the mural 6 days a week. Coming from the Art History and the Latin American Studies programs, these students provide inclusive presentations in several languages; unique learning exercises for visiting school students, and genuine outreach to hundreds of visitors each semester. The program has also been expanded to include student participation in internship programs in the Fine Arts Museums of San Francisco. Plans are underway for the expansion of the Honors 1

Program in Art History as the budget permits. These programs are offered in preparation for transfer to higher institutions of learning. In order to expand the Art History and Studio Art lab assistantship program to provide training in historical techniques, art studio maintenance, new technologies and entrepreneurial skills, an assistantship has been set up through the Business Department Work Experience Program. Work Experience (WKEX 805, 6, 7) allows students to earn units while gaining experience in activities ranging from public speaking to the firing of kilns. Several Studio Art courses include information about the development of professional portfolios and resumes in order to account for the lack of a course dedicated to Portfolio Presentation. Both Art History and Studio instructors assist students with the development of statements of intent in preparation for transfer. In an effort to help students find and navigate their way through our program, the Art Department works with counseling services to inform its staff of our program and to schedule class presentations that introduce counseling personnel and services to students. Through the Diego Rivera Docent Program the Art Department has been working with the Department of Outreach and Recruitment to bring high school students to City College. Efforts to foster collegiality and teaching excellence are as numerous and varied as the part and full time faculty who undertake them. The faculty participates in an abundance of committees and projects within the campus community (see Appendix I, Part I, Section 2.1, a.), ranging from the Missing Student Project to the Performing Arts Center Complex Committee. In order to expand upon course content and learn about alternative and innovative modes of delivery, the faculty attends and contributes to Flex Day activities (see Appendix I, Part I, Section 2.1, b.). Growth in the use of digital technologies by the Art Department is noteworthy as many part and full time faculty members have received new or upgraded computers. By providing “in-house” training as well as receiving regular workshop information by ITS, instructors and staff are trained in a variety of software applications. Such accessible training has encouraged faculty and staff to not only update their skills in word and data processing but to digitally present their teaching and administrative materials. Instructor developed web sites are not limited to teaching material presentation, but have been innovatively used by one faculty member to submit her tenure review materials. This format allowed for existing on line teaching materials to be effectively linked to required tenure review documents. As the first such presentation at CCSF it provided Tenure Review Committee members easy and simultaneous access to the materials. 2.2

New and Innovative Curriculum In the Art Department new and innovative curriculum is routinely being developed, assessed and reviewed. The Art Department Advisory Committee, which is comprised of full and part time Art Department faculty, meets regularly to assess and approve proposed changes in the program (AA Degree in the Arts) and curriculum (Honors sections) as well as in innovative modes of delivery (online courses) and collaborative efforts (the Docent Program and museum courses). New courses such as History of Contemporary Art, Art 109, and Color, Art 126, which are now being offered, are always assessed for transferability and articulation. An American Art lecture course, which includes Native American Art, is being developed. We continue to offer selected topics in Art History and Museum Drawing at the Fine Arts Museums of San Francisco. Our 2

curriculum has been expanded to include non-traditional modes of delivery. The Department has developed hybrid courses and expanded its online course offerings. Our objective of offering art history courses at the Fort Mason campus was not met, but the Department recognizes the need to approach the administration for support in securing a dedicated and appropriate teaching space. The Art Department continues to coordinate and synchronize its offerings with other departments and programs at all sites and at convenient times. As an example, third semester students majoring in Architectural Interiors are required to take 3 units in either History of Architecture, ARCH 31A or in one of the Western Art History courses Art 101and 102; or History of Modern Art, Art 103. By offering morning and evening, Monday/Wednesday and Tuesday/Thursday classes, the Art Department allows these students the scheduling flexibility needed to avoid a conflict with the required Architectural CADD course that meets in the afternoon. The Art Department has participated in the conceptualization, organization, and application of the Design Collaborative Project. The Design Collaborative project is the result of the cooperative efforts of the Architecture, Art, Graphic Communication, Multi Media and Photography Departments. The courses inform students of the overlapping nature of design processes that are shared among the departments. The collaboration has applied for and received a VTEA grant from the federal government. This funding provided the opportunity to research and formulate applicable course work that resulted in a proposal that gained approval from the College Curriculum Committee. The seeds of the program have been planted and the curriculum of four new courses has been written and approved by the College. The Art Department is proud to have served in an advisory capacity and to have a faculty member participate in teaching the resulting course, Color in Design, DSGN 150. We plan to continue contributing to this innovative process and explore the potential of expanding the course content to include Theater, Dance, and Music. Studio Art courses such as those offered through the printmaking area have integrated traditional processes with digital imaging processes. Using an in-class computer and scanner, students create digital imagery that is printed on transparencies for use with plate film and an exposure unit. In this way students can transfer digital imagery to a plate for further development via traditional etching and printing processes. 2.3

Public Outreach The Art Department has developed and sustains a close working relationship with the Fine Arts Museums of San Francisco by offering topical art history and museum drawing courses as well as docent training and museum internships. Additionally the Department has participated in an award winning, statewide program of the California Community Colleges entitled “The Missing Student Project.” The Publicity Committee’s efforts in drawing visitors to Art Department related activities have been augmented by the Department’s web site. The site was created and is maintained by an Art Department faculty member. The college’s Public Relations Office is also involved in disseminating information about the activities of the Department. The faculty continues to publicize their accomplishments, publications and exhibitions. Also a continuing priority is the Art Department brochure and high school outreach efforts. The City Art Gallery has a wide exhibition scope that includes the artwork of regional artists and faculty and students. It enjoys the support of faculty and students, who organize and install the exhibitions, publicize events, put together receptions and 3

maintain viewing hours. Given its growing role in the Department, campus and community activities and its reliance on largely volunteer efforts and donations, the following needs must be addressed. a. Budget: Currently, all funds that support exhibition installation, gallery maintenance, publicity, juror fees and artist stipends are being raised by biannual auctions of faculty art donations. Since the gallery serves all of our campus community and has a well-documented record of impressive exhibitions, the College should establish a modest budget of $3000 for general expenses related to gallery maintenance, exhibition installation, receptions, artist stipends and juror fees. b. Student Assistants/Gallery Docents: Currently, students serving as gallery docents are funded by Lab Aid monies, are not necessarily enrolled in art courses, and are frequently scheduled to work in the Art Department office. The resulting unreliable gallery staffing, unclear supervisory roles, and docents unfamiliar with art materials and practices are encumbering efforts to increase the number of visitors to the City Arts Gallery. In the interest of stabilizing the situation and attracting art students to the role of gallery docent, there is the possibility of establishing assistant positions through the Business Department Work Experience Program. While earning units and an excellent resume reference, students would gain practical work experience from a formalized position whose responsibilities include defined curatorial tasks, exhibition promotion and installation, and gallery maintenance. c. Business of Art/Framing & Presentation class: The course would prepare students for the business of art by addressing topics that range from resume writing to researching commissions and gaining skills that range from documenting work to exhibition installation in the City Arts Gallery. 2.4

Supportive Working Environment A large number of the last program review’s objectives related to improving inadequate, poorly maintained and in some cases unsafe teaching environments. The renovation projects at the Fort Mason and Visual Arts building have, on the whole, not only solved crucial studio problems such as dilapidated working surfaces and poorly functioning ventilation systems, but have also ameliorated the overall function of the rooms. Now, at the Fort Mason campus, fresh air is reliably circulated throughout the rooms and toxic vapors are drawn away from students and faculty. At the Ocean campus effective lighting has been achieved in the drawing studio and students move more efficiently and safely through equipment dense spaces like the printmaking studio. Although, happily, many of our objectives have been reached, a good number of equally important objectives remain unmet. As an example, on the Ocean campus, the painting area is awaiting the construction of an outdoor storage building whose plans are complete and approved. Clear hazardous material handling and waste pickup procedures have been implemented in the Department as well as by the College. Many studio areas, such as the printmaking area, have aggressively worked at reducing the amount of toxic materials used in course work as well as providing consistent instructions on their safe use and storage. Unfortunately, the previously approved Teaching Instructional Assistant position for the Art Department was not funded. As a result, course crucial and labor intensive equipment such as kilns, exposure units and presses go into disrepair as instructors try to 4

strike a balance between teaching, class preparation, general lab maintenance, and committee work. Given our program’s reliance on its diverse and well-used equipment, the Art Department has a genuine need for a studio technician to serve both the Fort Mason and Ocean campuses. Please see Appendix I, Part I, Section 2.4. Since our last program review, the Department has not only failed to meet the objective of attaining a year round secretarial position, but also has in recent months endured the lack of a secretary. Without administrative support that is consistent, reliable, and effective, critical work frequently remains incomplete in the areas of faculty and student communications, budgeting, and recruiting. Please see Part III, section 2.1, f. As an essential contributor to our program’s growth and the Department’s good morale, we are anxious to regain a participating secretary. Currently there are 16 full time and 30 part time instructors. Beginning at the end of the Fall 2005 semester, five full time faculty members are scheduled to retire. The five positions fall in the following programs: Design, Drawing, Painting, Metal Arts, and Sculpture. Each of these full time positions bears a large proportion of the responsibilities required in the running of their corresponding areas. In order for each area to thrive and for the remaining full time faculty to keep their heads above water, each of these positions must be replaced with a full time faculty member. We are keen to ensure the granting of five full time replacement positions by the College. 2.5

Facilities a. Studio Objectives at the Ocean Campus 1) In the 1999 Program Review, improved ventilation was an objective and with the Visual Arts building renovation, proper ventilation has been achieved in many of the studios. For example, a new wall mounted ventilation system in the printmaking lab draws fumes away from the working surface thereby ensuring that students and faculty do not inhale fumes. In the sculpture studio, proper dust collection and fume removal systems have been installed as well as a dedicated welding facility built. The following is a list of the remaining ventilation and ventilation related problems. a) The ceramics studio in the Creative Arts building has had no improvement in the ventilation of the spray booth and glaze mixing areas. b) Proper ventilation is in progress for the Painting area’s storage area. c) The faculty office and classrooms on the first floor of the Creative Arts building suffer with inadequate ventilation and temperature control. Fumes from the Metals and Ceramics labs are occasionally drawn into the Art Department faculty offices resulting in headaches and light-headedness. d) The substandard ventilation and poor air quality of Bungalows 206 and 207 continues to be a problem for students and teachers using these rooms. 2) The Painting area’s workshop in V133 is in need of adequate lighting. 3) Construction of the approved painting area storage building in V133 courtyard. 4) The Printmaking area has acquired the means for the safe storage and disposal of toxic materials and wastes. The Painting area is experiencing difficulty in safely storing materials, solvents and wastes in the interim of acquiring a new storage building.

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5) Installation of a double sink with one side 5” deep and the other 8” deep in V102. Both sides of the sink need a spigot and handles for simultaneous use by two students. 6) There have been no improvements made upon studio/classrooms or storage facilities in the Creative Arts building. Points of concern that have yet to be addressed are: a) Installation of patio coverings to extend the teaching spaces of the Ceramics and Metal Arts areas. b) Installation of additional electrical outlets and the replacement of existing spotlights with updated equipment in A101. The installation of a framework over the model stand upon which to attach lights and a permanent slide screen. c) Change the classroom configuration in those that house Design classes in order to support computer workstations. d) In the Metal Arts area install up-to-date compressed, air-lines for pneumatic tools. 7) General Maintenance a) Janitorial services to the classrooms are largely limited to waste removal and floor sweeping, leaving the cleaning of sinks and working surfaces to instructors. The bathrooms remain in poor condition, especially in the Visual Arts building. b) The faculty continues to inform Buildings and Grounds of janitorial and maintenance needs. Given the high demand on the technicians, they provide reliable support. c) The provision of essential classroom supplies such as paper towels and soap is inefficient. Relying on the office staff to maintain a large enough stock for 67 studio classes in the Creative Arts and Visual Art buildings, leaves faculty members all too frequently scrounging for towels and soap in other rooms. d) The grounds and landscaping maintenance of the Visual Arts and Creative Arts buildings is much improved and appreciated. b. Art History Objectives at the Ocean Campus 1) In the effort to modernize the Art History lecture hall facilities, V114 has been upgraded to accommodate state-of-the-art digital presentations. However, V115 has not yet been upgraded. Seats are still missing and broken in both lecture halls and permanent lecterns, microphone and lectern lamps in both auditoriums have not been installed. 2) Creating a safe and effective image library and digital workspace for students and faculty continues in V115A. With the Art Department’s participation in the EmbARK program, we anticipate gaining College support in area specific software training and in the acquisition of digital projection equipment. c. Studio Objectives at the Fort Mason Campus 1) Phase one of the renovation of Building B improved the ventilation of the Ceramics area. We are awaiting phase two of the renovation in order to improve the ventilation of the Drawing, Painting, and Printmaking areas. 2) Safe toxic waste collection and materials storage is practiced in the Printmaking area. The Painting area is working on a comprehensive toxic materials handling and emergency cleanup protocol. 3) Fire prevention requirements as mandated by the Fire Marshall’s Office are met in that fire walls have been installed to enclose the kiln areas and the welding area. 6

Unmet needs for the sculpture area relate to the extension of a natural gas line and a water line into the welding area. 4) General Improvements to the Studio Area a) The walls in the Painting and Drawing areas have been extended to the ceiling. b) The Painting area’s drying racks have been installed in the storage room and they serve both the credit and non-credit programs. c) The Sculpture area has gained additional electrical capacity and sound deadening curtains. 5) Unmet Studio Objectives at the Fort Mason Campus a) Numerous lockers in the painting studio are still in need of reconfiguring. b) Improved lighting is needed in the painting and drawing studios. c) Sound deadening curtains for room 103. d) Extending the existing natural gas line into room 103’s welding area. e) Water line brought into room 103’s welding area. f) Install an adequately sized and designed sink in room 103’s welding area. g) Gallery lighting in the front room of the Coffee Gallery. 6) General Maintenance a) The insufficient maintenance of the bathrooms and the emission of a foul stench bring users to believe that the rooms are unsanitary. 2.6

New and Innovative Technology The Art Department is committed to keeping its curriculum contemporary with the aid of appropriate technologies and as such each studio area determines which digital technologies are applicable to their course work and how to acquire such equipment as well as related training. EmbARK software been selected for the storing and compiling of Art Department, digital imagery. The Art Department is currently in the process of implementing the software in the Art History area, the Slide Library and the Studio Area. Although, the Department has enjoyed an increase in the number of office computers, the effort to increase the number of computer workstations for classrooms is still in progress

2.7

Equipment and Supplies Unfortunately, the Art Department’s long-term goal of replacing broken equipment and purchasing new equipment has been spotty. Due to the extent of our program’s needs, increasing equipment prices, and the relatively small sum of available block grants, the Chair is forced to routinely decline requests or redirect approved funds to meet emergency needs. For example, for the past three years, the Fort Mason printmaking area has requested funds for a replacement exposure unit. Last year the request was approved but an emergency purchase of a kiln for the Fort Mason campus took precedence. Not only did the kiln’s replacement cost require the approved funds for the exposure unit but it required additional funds beyond the amount of the Department’s block grant. The Dean of the School of Liberal Arts raised the additional amount of money. The printmaking area’s need remains, as do other area needs. Many new equipment acquisitions that were made in the past three years were related to renovation mishaps. The Art Department acknowledges the College’s budgetary constraints and appreciates the administration’s efforts to adequately fund our comprehensive program. 7

Part II

Current Status of Unit– Historic/Statistical 1. Recent developments which significantly impact upon the unit’s ability to provide educational services to students. Art Department enrollment has grown steadily over the past five years but for a slight dip in 2000. In the summer of 2003, the State budget negatively impacted our program by forcing us to cut one-third of our normal summer offerings. None-the-less, the Department managed to hold onto three-quarters of its usual summer enrollment. This was accomplished by instructor willingness to increase their class-size in order to meet student demand. The budget crisis has slowed our growth in attaining the technology necessary to serve our advanced students and has hampered our equipment and maintenance needs. This puts us in a holding pattern as we maintain the traditional technologies and facilities that form the foundation of our program. Other recent developments include the Art Department’s expansion of its curriculum by creating online art history and studio courses and offering new art history and studio classes. Based on its comprehensive course offering, the Department has created an art major program for the College. The Art Department has also significantly improved the studio facilities at both the Ocean and Fort Mason campuses, although the total planned improvement is not yet complete. By acquiring EmbARK, a database software package that enables us to digitize our extensive slide library collection for teaching and research purposes, the Department has taken a crucial step in taking the viewing of art images from the classroom to the web. Improved faculty access to digital technology via Department equipment acquisitions is resulting in a genuine integration of computertechnology into teaching. Finally, in January of 2006, the Fort Mason program faces the initiation by the Fort Mason Foundation of daily parking fees for CCSF students, faculty and staff. The Fort Mason Foundation will sell a monthly pass for $35.00 or a booklet of 20 passes for $80.00 that provide limited parking access. A monthly pass for $70.00 allows for parking at all times. When initiated, the parking fee is likely to result in a reduction in matriculation. The Department, College administrators, and AFT 2121 representatives have been working with Foundation personnel to address this worrisome situation. 2.

Discuss the significance of results and (where available) trends in the following areas: 2.1. Student demographic profile compared to overall college profile. The Art Department’s average total enrollment numbers are slightly below the college-wide average since many studio courses must be capped at 25-28 students due to workstation and studio equipment capacity. On the other hand, our numbers are bolstered by high enrollment in our many art history courses. The Ocean campus’ Art Department, like the College at large, serves a widely diverse student population. It should be noted that the demographics of the student population at Fort Mason is different from those at Ocean. For example, in the numbers relating to ethnicity, 13% of the students enrolled at Fort Mason for the Fall 2003 semester were Asian/Pacific Islanders, while 23.4% of the students enrolled at the Ocean campus were of the same group. Regarding age, far more 50-year-old-and-over students take classes at the Fort 8

Mason campus than at the Ocean campus. 33.9% of Fort Mason’s enrollment in the Fall 2003 semester was comprised of age-50-and-over students while 7.4% made up the enrollment at the Ocean campus. For both campuses, roughly two-thirds of the student enrollment is comprised of women while roughly a third of the student enrollment is comprised of men. It appears that the Ocean campus draws from the city at large, while Fort Mason is pulling in students from the Marina District and Pacific Heights communities. Enrollment at the downtown campus for our art history courses continues to increase. This growth is likely due to the offering of a new course in Contemporary Art and the campus’ close proximity to the San Francisco Museum of Modern Art. 2.2

Mean faculty load compared to college average. Our load from 1998-2002 (Fall) shows a growth of 11.52% as compared to the college average of 5.30%. Given that the smaller caps that are placed on studio art courses due to equipment and space demands slightly lower the Art Department’s faculty load, the number of students enrolled in art history classes significantly offsets the difference. Although, the Art History area’s five-class load, with each class having a high number of written assignments, boosts the Department’s numbers, the load exceeds the set load factor and is currently in the process of being reconsidered.

2.3

Department/program WSCH and FTES. Our Fall 1998-2002 WSCH and FTES have both grown 13.50%. This growth can be largely attributed to the steady increase in the mean faculty load of 11.52% given recent budget cuts and resulting class reductions. Art Department instructors added students to otherwise full classes in an effort to offset the students’ enrollment difficulties. Of course, the spirit of such actions contribute to the strength of Art Department’s extensive course offerings and our commitment to student success as we address the varied needs of our students, some of whom will transfer to other colleges, others who are re-directing their careers, and still others who are exploring art.

2.4.

Department/program Faculty FTE. (See 2.3)

2.5. Student success by course success, GPA and persistence compared to College average. The Art Department’s average, overall student GPA is higher than the college-wide GPA for the period of 1998-2003. For example, in Fall 2003, the Art Department’s GPA stood at 3.21, while the College’s stood at 2.83. The Art Department’s student success percentage was 74.62% while the College’s was 69.96%. In general, the studio arts courses post a 70% and greater student success rate. For example, there was a 74.34% student success rate in Basic Drawing, Art 130A; an 84.44% success rate for students enrolled in Intermediate Painting, Art 140B; and a 95.83% success rate for students enrolled in Advanced Ceramics, Art 160C. Outliers were Chinese Brush Painting, Art 146A, Basic Sculpture, Art 170A and Metal Arts, Art 180A with their postings of 60%, 67.09% and 66.67% respectively. The reason for the lower rates is likely due to fact that the working methods and tools lie beyond the experience of a typical, beginning art student. For example, the working methods of Chinese brush painting require a regulated working pace with highly repetitive hand motions. Another example is the need for 9

students to work with numerous manual and power tools on physically demanding sculpture projects. In art history courses, student success percentages ranged from 33.33% for Art of the Western World, Art 116, to 79.71% for Ancient Art/Architecture of Latin America, Art 105. In both art history and studio courses, student success is high and this speaks well of our students and of our instructors. Part III

Current Status, Link to the Strategic Plan 1

Teaching Excellence, Student Learning Outcomes and Program Improvement 1.1

Departmental activities toward improving classroom instruction and teaching excellence, including professional development activities. The Art History and Studio faculty have successfully worked together to develop the Art Major program. The program is supported by an agreed upon matriculating sequence of core courses and electives, and its curriculum has been enriched by the addition of several new courses. The new courses in the Studio Arts area include Color, Art 126, and a Basic Design, Art 125A and a Basic Drawing, Art 130A that are offered online. New to the Art History curriculum are courses Art 123, Topical Museum and Art 109, Contemporary Art. Given the wide range of our lecture and studio courses, faculty of all areas routinely meet to discuss curriculum and teaching approaches. Regular area meetings have promoted the coordination of course topics and materials, updating of course outlines, and the development of project grading and portfolio review criteria. In Art History, writing standards have been coordinated between all classes and a shared rubric (See Appendix II, Part III, Section 1.1) has been created emphasizing analytical and critical thinking skills as well as college level presentations. In the Studio Arts, area faculty from each discipline meet at the beginning of each academic year to review their syllabi in an effort to ensure that essential and appropriate working processes are covered in each level. These are examples of how Department faculty sets an agreed upon and workable standard that ensures the success of the Art Program and of the over 4500 students who enroll in the program every academic year. The Art Department faculty is active in a wide range of art activities. Those activities include the development of a Diego Rivera Mural based Docent Program, the coordination of teaching projects with the Fine Arts Museums of San Francisco, and exhibitions of faculty work in national and international venues. Such wholehearted participation motivates students to explore higher educational, professional and entrepreneurial opportunities in Art History and the Studio Arts. One example is the nine Diego Rivera Mural docents that have transferred to other colleges and universities including Harvard, Mills College and U.C. Berkeley. A second example is the increased enthusiasm students display for the exhibition potential of a given media as they learn of their instructor’s professional art experience. Please see Appendix I, Part I, Section 2.1, b. for a listing.

1.2

Appropriateness of course offerings to the discipline and the students typically served by the department/program.

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The Art Department offers one of the most comprehensive programs in the California Community College system. Its 18 Studio and 17 Art History subject areas parallel the diversity and interests of our unique student population. Recognizing that roughly twothirds of our student enrollment is comprised of 16 to 29 year olds and that just over half of that enrollment describe themselves as part of a group other than“White Non Hispanic”, many course projects incorporate content that address the complexities and richness of identity. In this way, students learn to apply the processes and materials of a subject area towards the expression of their observations and ideas. Each subject area provides course work that is appropriate to the level of difficulty of each class, thereby motivating students to expand their analytical and creative thinking skills beyond those gained in their beginning level course work. The Art Department Advisory Committee, whose members represent all disciplines within the Department, reviews all departmental curriculum issues. Courses are reviewed to maintain transferability within the UC/CSU and IGETC requirements. 1.3

Synchronization of times/days of departmental offerings with those of other departments. Studio and Art History classes are scheduled with consideration for the following areas: Latin American Studies, African American Studies, Asian Studies, Women’s Studies, Fashion Design, Distance Learning, and the Fine Arts Museums of San Francisco. Classes are also offered at campuses whose location augments the course material. For example, Art 109, History of Contemporary Art is offered at the Downtown campus whose one block proximity to the San Francisco Museum of Modern Art offers students ready access to many of the works of art that are introduced in the class.

1.4

Support of college’s transfer mission. The Art Department is continuing its commitment to the College. Course offerings prepare students to matriculate and meet the requirements of public and private universities and colleges throughout the state and the country. The Art Major provides students with the skills and the entrepreneurial spirit to successfully enter a variety of professions in the Arts. The student docent program, the teaching assistant program, and the Honors Program within the Art History area provide students with the opportunity for advanced training in research, lecture preparation, public presentation, instruction, museum studies, internship opportunities, and practical experience within the fine arts. For example, a teaching assistant working for an instructor of a Western Art History class is offered the opportunity to present a slide lecture at one of its class meetings. In creating the lecture, the student develops the content of the presentation, gathers the supporting written and visual materials, and presents it to a group of her/his peers in a lecture hall. The Studio area’s in-depth course work offers students a means of developing and presenting an extensive portfolio and an understanding of how to set up and maintain a studio. Art History and Studio Arts students have been accepted to some of the most prestigious higher education institutions in the country (see Appendix I, Part III, Section 1.4). Our students consistently receive scholarships and many go on to successful careers as recognized artists exhibiting and selling their work in local, national, and international galleries. 11

1.5

Enhancement of outside classroom learning experiences for students. Art History and Studio courses have been developed at the Fine Arts Museums of San Francisco. These courses offer students the opportunity to study works of art from the permanent collections and special exhibitions. The Teaching Assistantship and the Docent Training Programs prepare students for careers in museum studies and in teaching while Museum Drawing provides students a highly informative and motivational environment in which to grow their skills. Many classes require students to attend art exhibitions at regional galleries and museums as well as to visit important sites such as the Diego Rivera Mural and the Olmec Head. In all Art History classes, students are required to visit the Fine Arts Museums and local galleries to complete research assignments. Studio courses may require visits for written assignments or to add depth to a student’s understanding of a specific area of art such as Printmaking by including a visit to a private print studio. Finally, the visit may serve as a welcoming introduction to an incredible resource that the student can draw upon for the length of her/his life.

1.6

Increasing communication and collaboration between student services and instruction. The Art Department collaborates with the Business Department to offer the Teaching Assistantship Program. It works with the four departments of the counseling service office to help students with matriculation issues and it works with the Honors Office regarding the Honors Program. The Diego Rivera Committee is consulted about the Docent Program. Special visits are routinely scheduled to the library each semester to enhance student skills in library and Internet research and library personnel organize workshops for Art History classes.

1.7

Promotion of flexible delivery systems. Art History and Studio courses are offered in a variety of sections and locations throughout the city, and some are also offered as online and telecourses in order to accommodate the needs of a diverse student body (see Appendix I, Part III, Section 1.7).

1.8

Expansion of institutional partnerships with other schools as well as businesses and organizations. As previously mentioned in section 1.6, museum internships, docent training programs, topical courses and the Museum Drawing course have developed exposure for the Department and opportunities for the students within the community. The San Francisco Art Institute consistently bestows scholarships on our students. Through the Missing Student Project, the Art Department has developed a relationship with 65 community colleges throughout the state and has collaboratively participated in the design and production of art works.

2.

Supportive Working Environment

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2.1

General morale of faculty and staff in the department, including results from employee surveys. There were 16 respondents to the Art Department Morale Survey: 8 full-time faculty, 5 part-time faculty and 3 unknown or staff members. The following is an overview of the results by category. a. Communication: Two-thirds of the respondents agreed that faculty and staff are able to effectively communicate with one another, but one-eighth disagreed that their colleagues are open to hearing and are respectful of viewpoints and ideas that are different from their own. All respondents agreed that they can comfortably express concerns to the Department chair. All full-time faculty respondents agreed that their job descriptions are clearly communicated although 20% of the part-time faculty respondents disagreed with that assessment. All faculty members agreed that they are expected to perform within the scope of their job description and almost all agreed that they receive the necessary information to successfully carry out those duties. b. Training and Professional Development: Roughly, a third of the respondents do not feel supported in pursuing training and professional development activities nor do they believe that they receive necessary training and support in the use of new equipment. Almost two-thirds do not find that CCSF Flex Day activities enhance their performance. 60% of the part-time faculty respondents do not feel encouraged to participate on departmental projects and/or committees while all full-time faculty respondents do feel encouraged to participate. Regarding the evaluation process, three-quarters believe that it and the resulting feedback contribute to their professional growth; they also believe that it is a fair process. c. Recognition: 88% of the respondents believe that their work and contributions to the Department are acknowledged and valued. All part-time faculty and“Unknown or Staff” respondents agree that the Department chair listens to and follows through on concerns that they raise and attempts to accommodate their professional needs. 88% of full-timers agree that Department chair listens to and follows through on the concerns that they raise, while 71% think that the chair attempts to accommodate their professional needs. d. Faculty and Staff Relations: A quarter of the part-time faculty respondents do not consult and share ideas regarding curricula and academic theory with their colleagues while all of the full-time faculty agreed that they do. All of the part-time faculty and “Unknown or Staff” respondents agreed that the Art Department creates and promotes a positive, supportive working environment while 86% of the full-timers agreed with that assessment. The majority of both full and part-time faculty agreed that in the Art Department, people work well with each other, that they respect and appreciate diversity and that they have positive working relationships with other departments and services. Roughly three-quarters of the part and full-time faculty agreed that collaborative opportunities exist in the Department and they welcome more organized opportunities to meet with their colleagues during the semester. e. For Faculty Only: A quarter of the respondents disagreed with the assessment that the Department makes effective use of prerequisites in order to adequately prepare students for their classes. Of the part-time faculty respondents, a third strongly disagreed with the assessment. All of the respondents agreed that students 13

are respectful and that they promote an atmosphere of respect and appreciation for diversity. All also responded that students contribute to the enjoyment of teaching. None-the-less, roughly 40% of the respondents agreed that disruptive behavior occurs too frequently in their classroom(s). f. Staffing: 67% of “Unknown or Staff” respondents did not agree that the workload is distributed fairly between coworkers and this was in keeping with the 86% of the full-time faculty respondents who also disagreed. Interestingly, 100% of the parttime faculty respondents agreed that the workload is fairly distributed between coworkers. Ideas provided by respondents in the“Suggestions”section of the survey regarding equitable workloads included: defining non-teaching responsibilities for all part and full-time faculty members; agreeing upon, stating, and taking disciplinary action against shirked committee participation and non-participation in maintaining shared spaces and materials; each meeting’s chairperson clearly identifying goals, action plans and persons responsible for reaching agreed upon goals at the session’s beginning and end. 75% of the respondents disagreed with the statement that the clerical assistance available to faculty is adequate. In the “Suggestions” section of the survey, nine out of the 11 respondents expressed the opinion that the clerical assistance of the Art Department is inadequate and that it has an overall negative impact on our program and our morale. One participant requested that a clear explanation of the role(s) that the office staff plays in faculty support, another expressed concern that the chair is not addressing the problematic office situation, and all stated the need for immediate action in order to stop further deterioration of Department morale. The majority of respondents believe that they have the opportunity to create and teach the type of classes that they are interested in and that they are afforded a safe workplace. One suggestion asked that in scheduling and granting the type of classes taught, a greater accommodation of part-timers with seniority be made. Although the majority of group responses reflected a satisfaction with academic independence and workplace safety, the group responses to “I have the opportunity to cross-train with other faculty or staff members” stand in stark contrast. There was a 100% agreement to the statement by full-time faculty and by“Unknown or Staff” respondents, but all of the part-time faculty respondents disagreed (50% strongly disagreeing). Addressing unfair workload distribution, clarifying clerical responsibilities for all involved, and promoting cross-training opportunities for all faculty and staff are essential management problems that need the Art Department and the College’s immediate attention. g. Facilities, Supplies and Equipment: 80% of the respondents disagreed with the assessment that the offices are comfortable and adequately furnished; while 46% disagreed with the statement“My coworkers are professional in their use of shared space and equipment.” Although 88% of full-time faculty and 100% of “Unknown or Staff” respondents agreed that the computer equipment and software that they have access to are sufficient for their duties, 80% of part-time faculty disagreed. Several survey participants suggested that funding be provided for new equipment and digital technology training and that a budget be created for use by part-time faculty for the acquisition of digital equipment and related software.

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60% of the part-time faculty and 67% of “Unknown or Staff” do not think that the amount and kind of equipment and supplies available for their work are adequate. In contrast, 63% of the full-timers agreed that it is adequate. These percentages may reflect the experience of faculty and staff who work in rooms that have been recently renovated and have had related equipment upgrades. Almost two-thirds of the respondents disagreed with the statement that“The department classrooms are adequate in space, equipment, and comfort.” Observations provided by respondents in the “Suggestions” section of the survey regarding facilities, supplies and equipment included: recognition of the Department’s efforts to upgrade facilities; criticism of the College’s ability to adequately fund the replacing of broken and antiquated equipment, the improvement of ventilation in offices and classrooms, and the provision of timely building and grounds maintenance; and concern about the lowering of student and faculty morale due to run-down facilities. The Art Department’s reliance on shared equipment and subject specific facilities, like the metal arts lab, and its overall lack of area protocols for use, maintenance and acquisition of said equipment; and the overall frustration experienced by many instructors during the renovations has contributed to the sensitivity of the faculty to the condition of their teaching environments. The previous responses should be seen in light of this sensitivity and they do not diminish the Department’s recognition and appreciation of the College’s improvement to our facilities and the resulting strengthening of our program. h. Summary: Morale in the Art Department was given an excellent rating by 10% of the respondents, while 60% rated it good and 30% rated it average. Regarding the commitment and ability of the faculty and staff within the Department to meet students' needs, 46.6% of the respondents gave an excellent rating, while another 46.6% rated it as good and the remaining 6.6% gave it an average rating. All of the respondents agreed that they look forward to coming to work every day and that affirmative outlook is an essential characteristic of our teaching approaches and elemental in the growth of our program. 2.2

Involvement/inclusion of part-time instructors in departmental activities. The part-time instructors comprise roughly two-thirds of our faculty, consequently their participation is extremely important to the harmony and success of the Department. They are included in departmental meetings, committee work, and are invited to Art Department Advisory Committee meetings. They also assist in peer evaluations, are awarded grants, attend conferences, contribute to the development of curriculum, and are instrumental in volunteering time to support the City Arts Gallery and the Fort Mason Gallery. Part-time faculty members are invited to show their work in Department galleries, exhibit their students’ work, participate in events, and participate in social activities. According to the faculty survey, 100% of the part-time faculty respondents agreed that the workload is fairly distributed between coworkers; however, 60% of the part-time faculty responded that they do not feel encouraged to participate on departmental projects and/or committees. There appears, at best, to be a contradiction in responses and at worst, a clear indication that part time instructors are not clearly informed of what committees they can serve on and how to contribute. Given the size of the art program, a 15

greater part-time involvement is crucial in successfully running the Department and so this discrepancy between opportunities for and involvement by part time faculty must be addressed immediately. 2.3

Involvement/inclusion of classified staff in departmental activities. There are two school term only secretaries (one at the Ocean campus and one at the Fort Mason campus) assigned to the Art Department. The secretaries are integral in keeping the Department running smoothly by acting as a liaison between the chair and instructors, between instructors, between instructors and students, and between the Department and other parts of the College. Duties include consistent presence in the art office and at departmental meetings, assistance with budgeting and ordering, preparation of time sheets, providing student support services, coordinating student personnel, familiarizing student personnel with faculty, managing office machinery, and aiding faculty in administrative duties. Both secretaries are invited to receptions, exhibitions, and social events. With 46 faculty members and over 4500 students comprising the Art Program each year, the Art Department relies on its office to serve as a center at which information can be reliably gathered and disseminated. The faculty recommends that the clerical position offer reliable support in a prescribed manner to the Chair, faculty and students of the Art Department. Given the importance of the office staff and the current confusion about the Ocean campus Art Department’s secretarial position, it is paramount that the Chair explains the bounds of the position’s contract to all staff and faculty, so that a degree of clarity about the position and its role in the Department can be brought to this problem. The faculty’s earnest call for a clerical position whose responsibilities include responsiveness to the administrative needs of faculty and students (see Appendix I, Part III, Section 2.3) must be integrated into the Chair’s and College’s efforts to bring the Art Department office back to full operation.

2.4

Facilitation of collaborative and collegial relationships among faculty and between faculty and staff. Overall, the Art Department faculty is very congenial and cooperative with one another. Regular events in the Department serve to nourish the supportive nature of the faculty. The City Arts Gallery’s receptions provide an excellent opportunity for faculty to meet, discuss, and enjoy art together. The organizing of the annual Fort Mason Holiday show necessitates a collaborative effort on the part of the campus’ entire staff and faculty. This yearly event attracts hundreds of visitors to Fort Mason and such a response is a motivational reward for its contributors. Another means of facilitating collaboration in the Department is the open door policy of the Art Department Faculty Advisory Committee. Each meeting is open to all and such inclusiveness attests to our ability to formulate, build, and manifest a variety of ideas and projects together. Professional Development activities have provided opportunities for faculty to work as a community of artists and the Art Department organizes regularly held social events for faculty and staff. Attenuating the cooperative thrust of the Art Department is the reticence on the part of some faculty and staff to effectively contribute to the efforts of the rest of the

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Department. The Chair and area coordinators must address this ongoing problem in order to prevent the loss of contributors who are vital to the longevity of the program. 2.5 Promotion of respect for diversity and tolerance of differences among faculty, staff, and students. The Art Department has always supported diversity and tolerance, which is exemplified in the make-up of our faculty, staff, and students. The Art Department is comprised of people of diverse sexual orientations, genders, races, ages, ethnicities, languages, religions, and is a microcosm of our local community. Many of the projects assigned in our classes encourage self-expression as related to each person’s backgrounds and values. Classes, especially in our Art History area, have been developed to address the cultural richness of the world and of our region. We are always mindful of the diversities of the people we serve. 3. Facilities Renewal 3.1

Adequacy of departmental facilities with respect to size, layout and location. The Ceramics and Sculpture areas at the Fort Mason campus and the Drawing, Design, Printmaking, Painting, and Sculpture areas at the Ocean campus are enjoying the overall studio improvements of the 2002 renovation project. These advancements range from dedicated welding rooms for sculpture classes to even cast lighting in room V102 that serves both design and drawing classes. Still, many of the Art Department classrooms remain crowded, poorly ventilated and inefficient in their layout. In particular room A101 on the Ocean campus suffers from oppressive heat due to its unfortunate placement directly above the steam pipes that heat the building. For years, instructors, students, and models have complained about this ongoing problem and to date nothing undertaken has resolved the matter. The Metal Arts and Ceramics studios and room A102 are too small for the number of enrolled students given the high density of equipment and furniture in the rooms. The bungalows used by the Art Department are notorious for their inadequate lighting and ventilation and faculty assigned to them consider it a “hardship”. The Art Department’s computer lab, comprised largely of outdated technology, is disadvantageously located in a backroom of V115A. The remote location reduces the use of the equipment by faculty and students. In general those rooms at the Fort Mason and Ocean campuses that have not recently undergone remodeling remain in poor condition and are in need of immediate attention.

3.2

Current condition of departmental facilities. The renovation of select rooms at the Ocean and Fort Mason campuses made vast improvements over their previous conditions. Here is a sampling of some of the muchneeded changes that were made in each area at both campuses. Ocean Campus Printmaking: The replacement of broken and general cabinetry in the printmaking studio of V107 with an adequately designed set that accounts for discipline specific materials and equipment. 17

Drawing: Sculpture:

Painting:

Permanent risers designed into the classroom allow for the effective use of the space by large numbers of students. The crucial improvement was the relocation of the sculpture lab from V102 to V131 whose outdoor courtyard provides students with a much needed and safe extended workspace. The new workroom has improved the learning environment in the general painting studio by separating tasks such as stretcher frame construction from painting.

Fort Mason Campus Ceramics: Changes in the floor plan not only created a separate kiln room with an independent ventilation system, but it improved circulation patterns in this furniture and equipment intensive room. Sculpture: The separate welding room with its independent ventilation system has improved the working conditions of the general workroom. In light of the fact that these improvements came at a high cost to faculty and student morale, the Art Department offers the following points of criticism in the hopes that they may be used in improving the planning and management of future projects of this scope. a. The Building Users Group must include at least one faculty representative of the building(s) being affected by renovation/building projects. b. In the case of the Art Department’s Fort Mason and Ocean renovations, low bid contractors undermined the time sensitive process given that they were ill prepared and equipped to address the complex requirements of the project. c. The use of numerous, outside project managers was detrimental to the communication process. Miscommunication, misunderstanding, and avoidance on the part of architects, project managers and contractors resulted in damaged morale for the faculty and students who were ultimately affected by the results of poor communication. d. Such complex projects must be scheduled with a minimum impact on classes in mind and with alternative scheduling plans in place. For instance, the rescheduling of extensive facility work to begin in mid-July with classes beginning in early August, left instructors preparing for and teaching classes in rooms that were in various states of disrepair. In the case of the printmaking class, heavy equipment and large amounts of teaching materials had to be moved to and organized in a bungalow, one week before classes began. It is unacceptable to leave the burden on teachers and students who find themselves in ad hoc learning environments due to poor planning and communication. e. The College would be well served to terminate, sooner than later, its obligations with contractors who demonstrate, very clearly in our case, that they are incapable of accomplishing the work required. f. Health and safety concerns raised by faculty must have the full attention of project administrators. In this way, problems that may necessitate the immediate cessation of work in order to safeguard the health of students, staff and faculty are addressed in a timely manner. g. All instructors should be encouraged to inform the union of any project related problems that are detrimentally affecting their ability to teach, pursuant to the AFT 2121 contract. 18

In spite of all the work that has been done, several issues still need to be resolved and fine-tuned. In particular the painting classes on both campuses suffer from a lack of student storage that has a negative net effect on work produced by the classes. The long promised storage building is still badly needed. The renovation of the drawing, painting, and printmaking rooms at the Fort Mason campus and of the ceramic, metal arts, design, and drawing rooms and faculty office in the Creative Arts building at the Ocean campus is long overdue. Renovation is needed in order to upgrade ventilation systems, solve circulation problems due to the amount and placement of required equipment and number of students per class, and to remedy poor lighting, ineffective sinks, and inadequate student storage. Currently there is no institutional support for purchasing and replacing missing and broken studio furniture and the lack of these essential items exacerbates the problems encountered in these rooms. 3.3

Safety issues and hazardous conditions that have not been addressed or remedied by the college. Inadequate classroom space not only prohibits the development of optimal teaching environments in the ceramics, drawing, and metal arts labs on the Ocean campus, but it presents dangerous circulation situations for students and teachers as they try to negotiate their movement between each other, tightly spaced work tables, numerous and sizable pieces equipment that are potentially hazardous when in operation, and densely placed materials on work and storage surfaces. Due to the poor ventilation system of the Creative Arts building, hazardous fumes from designated workspaces in the ceramics and metal arts labs are distributed to surrounding rooms on the first floor. Rather than drawing the fumes from their source out of the building and away from fresh air intake vents, the existing system periodically redirects varying amounts of dangerous vapors into the general air supply of offices and classrooms. Broken or missing first aid cabinets and eye washing stations are the norm as no effective protocol is in place for their routine maintenance. The current system of writing up work orders for the restocking and maintenance of these essential items is seriously lacking as many orders go unfilled and teachers are burdened with additional form filling and phone calling in the effort to remedy the situation. Finally, the situation in the drawing prop storage room in the Creative Arts Building is a hazard as hundreds of pounds of plaster casts, metal and bone objects are stored on dilapidated shelving cabinets of which several stand over 7’ high. Inadequate storage space, shelving that is not secured against earthquakes, and the ad hoc placement of hundreds of items combine to present a hazard for users of the room. A similar situation exists in V114A where easels, desks, projectors, a “corrosives cabinet”, and other heavy objects are stored. Similar circulation, ventilation, first aid station, and storage problems exist at Fort Mason, especially for the drawing, painting, and printmaking labs.

3.4

Recent significant changes, changes that are planned for the near future by the college, and the effect of these changes on departmental operations. While the Art Department has enjoyed a great number of improvements due to the remodeling of the drawing, printmaking and sculpture rooms of the Visual Arts building and to the ceramic and sculpture rooms at Fort Mason, most of the major work took place during the semester and not only disrupted classes, but interfered with the curriculum. 19

Another unfortunate aspect of this involved and long-term project is the sizable amount of completed work that was of a substandard nature; for example, new outlets with incorrect wiring and inadequately sized, incorrectly plumbed and designed sinks. These along with other project shortcomings were largely due to a lack of attention to installation requirements made by the users and they have had an ongoing and negative impact on the classes as many of the involved instructors continue to work at having these problems addressed. We are not aware of any plans that will address the concerns previously described in 3.3, but we do recognize that the College has some long-term plans to address the issues. The Department is keen to learn about the likely time frame regarding these badly needed improvements so that we can effectively contribute to the process. Recently the Fort Mason campus has been informed of the institution of parking fees that will adversely impact the program. The Department recognizes that the fee will cause a large reduction in the number of students able to attend class due to the hardship of having to pay daily fees. The Department and the College is united in opposing the parking fees. 3.5

Proposed changes to facilities and rationale for those changes. At both campuses, many rooms that have not yet been remodeled have problems ranging from overcrowded workspaces to ineffective ventilation. To solve these problems, involved faculty members and the Office of Facilities Planning and Construction must undertake a comprehensive analysis of the existing facilities as they relate to each discipline taught. A significant investment will then be required in reconfiguring the rooms of the Creative Arts building and the second floor of the Fort Mason“B” building in order for optimum use by teachers and students to be achieved. Additional monies are needed to supply the revamped spaces with state of the art equipment. This equipment will include building wide systems like ventilation and dust collection and lighting as well as digital technologies and area specific equipment such as kilns. As all concerned recognize, these objectives must be met in order for the Art Department to remain competitive. Examples of specific needs beyond room reconfiguration, and lighting and air treatment upgrades at the Fort Mason campus: a. A secure room with closet space for equipment. b. A secure and dedicated storage space for digital equipment. c. A locker for the instructor to maintain traditional classroom materials, such as paints, brushes, papers, examples of former student projects, books, demonstration materials, etc. d. A modest and secured faculty room assigned for drawing portfolio evaluations that also holds lockable flat file drawers for all faculty members teaching in the area to store expensive papers and selected student works. e. Lockers for all students that are large enough to accommodate standard drawing boards and portfolios. Examples of specific needs beyond room reconfiguration, and lighting and air treatment upgrades at the Ocean campus: a. Replace inadequately sized sink in the ceramics lab with one suitable for use by twenty students. 20

b. Install digital projection screen and secured dedicated cabinetry for related digital equipment in A102 and A103. c. Upgrade the air-line in the metal arts lab since the current line accumulates water that often makes it unsuitable for gas/air mixtures. d. Replace the double doors that serve as a public entry to the City Arts Gallery. 4. Technology 4.1

Departmental utilization of technology in the delivery of instruction, in or outside of the classroom. Please see Appendix I, Part III, Section 4. 4.1.1 Numbers of faculty and student users. The Art Department has approximately 2500 students per semester enrolled in its courses. The number of students who use computer technology varies according to each course. The highest percentage involves those who are enrolled in art history classes and use computer technology to complete reports, essays and term papers. Students enrolled in Ocean and Fort Mason printmaking classes use digital technology in conjunction with traditional printmaking technologies. A smaller percentage of students from the advanced Illustration course use Art Department lab computers in their project work. Faculty use of computer technology has increased significantly since our last program review and this is due in part to the college’s providing computers to all full and some part-time faculty. 4.1.2 Types of technology used. The Art Department uses a wide range of technologies from the archaic hand press to a software-controlled kiln in order to afford its students the highest quality learning experience. The faculty use computers, scanners, digital cameras, and printers, along with software for working with images, graphics, web sites, databases, and office documents. The faculty and students use analog and digital technology to project, view and study art. 4.1.3 Status of staff training in technology applications. Faculty members take advantage of Technology Learning Center (TLC) workshops concerning document, spreadsheet and html applications. Art Department instructors are also offered in-house training by fellow faculty for the imaging hardware and software that is found in the Department’s computer lab. Still, the faculty is in need of special training from TLC given hardware and software upgrades. The Art Department has begun using EmbARK, a client-server image database application that will be home to the Department’s continually expanding slide collection. Because this software is more complex than most desktop software packages and at the same time is less familiar to most users, we anticipate the need for a designated training resource. 4.1.4 Appropriateness of technology to departmental mission/function.

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Digital technology is integrated into most course work in both the Art History and Studio Arts areas. It is used in the generation and presentation of documents such as syllabi and project descriptions to the creation and maintenance of online courses like Basic Drawing, Art 130A. In the classroom, digital technology is used for tasks ranging from online research to image creation for use with traditional art processes such as printmaking. The incorporation of digital technologies into course development and instruction comes as a natural outgrowth of faculty’s research, studio, and teaching experience. By using and offering access to digital technologies in appropriate classroom settings, our program keeps current with working approaches and content development for both students and teachers. 4.2

Proposed technology based instructional delivery requiring significant employee training or upgrade of current CCSF resources or facilities, with rationale. Both Art History and Studio instructors rely on image projection for teaching purposes and the traditional presentation vehicles, the slide and slide projector, are quickly being replaced by digital technology. The recent installation of EmbARK software on designated Art Department computers marks the choosing of digital presentations over slide presentations for image-based lectures. It is now crucial that faculty and personnel be trained in its use in order to prevent any lapses in class presentations from occurring. Beyond the procuring of related digital equipment (see Appendix I, Part III, Section 5.2), facilities such as lecture hall V115 and the slide library, room V115A, on the Ocean campus must be upgraded for effective teaching using digital technologies. For example, V115 is in need of secured and dedicated cabinetry for a digital projector as well as a digital projection screen and the slide library needs to be enclosed and furnished with appropriate seating and working surfaces for image scanning, digital cataloging, and presentation development.

5. Equipment and Supplies 5.1

Current Status of the Department’s major equipment Most of the Department’s major equipment is ten to fifty years old and requires routine maintenance and all too frequent repairs. Many pieces are or are becoming unrepairable and in need of replacement. The Department is doing a remarkable job in attempting to keep up with repairs, but as replacement parts become unavailable, this will no longer be possible.

5.2

Need and rationale for any major new equipment Elemental to our Department’s mission is to provide a state-of-the-art or, at least, a reasonably contemporary learning experience. Unreliable equipment hinders the learning process and does not prepare our students with hands on experience using contemporary equipment that is applicable to today’s industry requirements and work environments. For example, students who are developing quality portfolios for studies and related assistantships at an art college such as California College of the Arts or in art program such as that at the University of California at Davis are greatly aided by their work with modern equipment such as computer-controlled kilns. Unreliable equipment can also 22

pose a danger to the students and faculty who use it. To protect users from equipment related hazards, studio instructors log extra hours for repairs and maintenance. The replacement of broken and undependable equipment will help our Department retain its status as a leader in art education. Major new equipment needed by the Art Department ranges from welding equipment to drawing easels. For a complete listing of equipment please see Appendix I, Part III, Section 5.2. Whether for image collection, alteration, or presentation, the Art Department is also in need of course appropriate digital hardware and software. Major shifts in academia to data based presentations, diminishing sources of slide projection equipment and fluency of students with digital technologies require that the Art Department stay current not only in its equipment, but in its use. Major new digital equipment needed by the Art Department ranges from computer workstations to current imaging software. Please see Appendix I, Part III, Section 5.2 for a complete listing of digital equipment and software. 5.3

Adequacy of the departmental supply budget, and rationale for any proposed augmentation There is an overt need for increases in our supply budgets. All areas of our Department are suffering from restricted and/or decreased budgets which are not only insufficient in keeping up with the increasing cost of supplies, but also in no way take into account the increasing costs of repairs for our aging equipment. In addition, the Art Department’s supply budget was never increased to cover the expenses associated with incorporating Fort Mason classes into the program. The Art Department’s effective use of digital technology depends on a substantial budget increase in order to maintain our current hard and software and to keep pace with upgrades in digital technology. For the past 5 years, the Department has set aside $550.00 per academic year to serve as a very modest computer budget. This amount does little more than remedy the most basic problems like cable replacements and limited software improvements. The budget cannot cover licensing fees for the numerous imaging, graphics and web publishing applications used by Department faculty let alone workstation upgrades. Until a considerable financial commitment to the Art Department’s digital technologies is made, this aspect of the program will remain woefully inadequate. Increasing supply costs, the increasing number and costs of repairs to old equipment, the large number of supply dependent classes that comprise the art program, and increasing digital technology needs require a well-advised increase to the Art Department supply budget. Without an increase our objective to remain leaders in quality art education will be foiled and our students will ultimately pay the price.

Part IV

Plans for the Next Six Years 1.

Major departmental goals and objectives for the next six years 1.1. Completion of renovation projects at the Fort Mason and Ocean campuses. 1.2

Ensure the renovation of Fort Mason campus’ second floor. a. Building upgrades including room reconfigurations, installation of ventilation and dust collection systems, improved lighting, and additional electrical capacity. b. Digital improvements and dedicated storage. 23

c. Room for art history classes. 1.3

Securing five full-time teaching replacement positions for our Drawing, Painting, Sculpture, Metal Arts and Illustration Areas.

1.4

Clearly define the hours and responsibilities of the Art Department secretary and set a protocol for clerical support to faculty and staff. Currently, the Art Department’s Ocean campus secretarial position is defined as working the school term only and under the supervision of the Chairperson. The Chair must provide a protocol by which faculty can reliably attain clerical support. Given the materials, activities, and administrative tasks related to 48 full and part-time faculty members and over 2500 students per semester who enroll in art courses, we believe that a contributing secretary is not only essential in the management of our Department but is elemental in the growth of our dynamic program. Please see Appendix I, Part III, Section 2.3.

1.5

Securing two Teaching Instructional Assistant (TIA) positions. Our first priority is to secure the previously approved TIA whose role is to maintain and repair traditional studio machinery and facilities. This department-dedicated position will ensure longevity for the college’s sizable investment in the Art Department’s infrastructure and allow Art Department faculty to focus greater energy and time into their teaching activities, general lab maintenance and committee work. The second TIA, a position that the Department will pursue after the studio technician TIA is secured, will function as an image and data base software administrator as well as a hardware systems manager for the Art Department. Securing this position is essential in the integration of EmbARK with Art History and Studio course work as well as maintaining the digital projection equipment for the Department.

1.6 To the greatest extent possible integrate EmbARK into Art History and Studio curriculum. The success of meeting this objective is tied to three requirements. The first requirement is the funding of an Art Department faculty member to learn the EmbARK software and teach it to other faculty members. Given the scope of the EmbARK system in combination with the faculty’s time constraints and varied computing experience, a dedicated faculty member who will devote 160 hours is essential in implementing the Department’s needed conversion from slide to digital presentations. Developing a formal working relationship with CCSF technical support will also be required as the faculty will need assistance in problem solving and in their initial efforts of creating digital presentations. The third requirement is the future acquisition of a full time TIA position that is dedicated to administering the Art Department’s digital technology. This position will be essential in maintaining the effectiveness of what promises to be a diverse and expansive digital image collection.

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1.7

By appealing through proposals to the Office of Research, Planning and Grants as well as to Information Technology Services, the Art Department aims at securing College support for EmbARK associated hard and software (see Appendix I, Section 5.2).

1.8

Increase the number of contributing and regularly attending art faculty members to the Art Department Advisory Committee in order to better evaluate and improve the curriculum and the working environment. Greater participation will also be essential in establishing continuity in our extensive program given the pending retirement of five full time members.

1.9

Clarify the roles of full and part-timers as they relate to shared facility and equipment use, and participation in essential collaborative efforts such as organizing and installing exhibitions at the Coffee Gallery at Fort Mason and the City Arts Gallery at the Ocean campus. Our goal is to encourage all faculty members to participate in the running of the Art Department and campus wide activities.

1.10 Create the Art Major. The Art Department has been working on an Art Major for the last two years. After 14 drafts and two approvals by the campus wide Curriculum Committee we are ready for the final step and are in the process of writing the application for the State Chancellor's Office. Our goal is to have the required documents compiled and written by the end of the Spring 2005 semester in order to submit it to the State Chancellor’s Office in the beginning of June 2005. If approved, we plan to have the Art Major listed in the Fall 2005 on-line schedule and the ‘06/’07 catalogue. 1.11 New and Revised Curriculum a. Prepare“Introduction to Art,” a 3 unit course in art appreciation which satisfies general requirements for the AA degree. As the entry-level course in the Art Department, it will introduce the prospective art student to every discipline in the studio program as well as every area of study within the discipline of art history offered in the art history program. The studio art course content will consist of an introduction to the principles, methods, techniques, processes and materials as well as the historical and contemporary issues associated with each discipline. The art history course content will consist of an introduction to the principles of art history; methods of research and analysis; issues in historiography, connoisseurship, and the institutions of art that are necessary in the study of every historical period, culture, and medium included in the program. “Introduction to Art” will provide an overview of the fields of studio art and art history and prepare students to choose their areas of study. Similar courses offered at colleges and universities in the area enjoy high enrollment. Contact: Glen Moriwaki Timeframe: 2005-06 Budget: not required b. Revive and revise“The Business of Art” course due to student demand. Course consists of the information, skills development, procedures, strategies and options of 25

making a career in the arts. The course is geared for those who seek to pursue study at a college, university or art school, graduate school admission, or a career as a professional artist. Course content includes resume-writing, portfolio development, photographing/documenting artwork, presentation skills, pricing and record-keeping, researching the art-market, arts institutions, organizations, services and publications, copyright, tax, professional and legal issues, researching academic opportunities, grants, competitions and commissions, and setting up a studio. Course may also include a hands-on component dependent upon facilities, materials, equipment and a budget that would allow for instruction in basic matting and framing and presentation of 2- and 3-D artworks. Gallery practices and installation skills and techniques may be included if coordinated with the Department’s City Art Gallery operations. Contact: Art Department Gallery Director, faculty Timeframe: 2006-7 Budget: contingent upon inclusion of hands-on component that would necessitate the acquisition of equipment such as mat cutters, framing tools, and archival matting materials as well as the development of a dedicated space for instruction in basic matting and framing and presentation of 2 and 3-D artworks. c. Research and prepare a course in “The Materials and Methods of Painting.” It will serve as an introduction to all painting (watercolor, gouache, acrylic, oil, encaustic, pastel, mixed-media) and fresco media as well as to painting supports, grounds, and painting additives, diluents and varnishes. This studio course will cover techniques needed in making basic painting media from constituent materials and it will also cover manufacturing techniques. Students will learn about the history and traditional practices behind these water and oil based painting media and learn to employ the various techniques and processes associated with them. The course will be designed to provide a fertile basis for further painting studio study as well as to enable non-studio majors to understand and appreciate how paintings are made. Contact: Painting faculty Timeframe: 2007-8 Budget: $10.00 lab fee and an additional $600 to the Painting area budget in order to procure equipment and cover expenses related to safe and effective storage and use of dry pigments and their binders. 1.12 The Art Department will undertake a study to determine if the separation of beginning sections from intermediate and advanced sections is feasible given the potentially negative effects that student redistribution may have on course demand and enrollment. Currently, beginning, intermediate and advanced levels of studio classes are held at the same time. Given that many studio classes are equipment and process intensive and that beginners must be inculcated with the essentials of working in the area in order for effective learning to occur, the majority of instructor energy is directed at this group. The separation would afford intermediate and advanced students greater instructor attention concerning more advanced processes and content development.

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1.13 Improve facilities and equipment via the Art Department’s expansion into the first and second floor of the Creative Arts Building after the departure of Theatre and Music in 2009/10. a. An Art Department Office whose space will hold the department secretary and Chair. b. Faculty offices with effective ventilation and lighting, new furniture and appropriate storage. The office size and number of occupants will allow for a reasonable amount of privacy during office hours. c. The first floor will house the ceramics, metal arts, and expanded printmaking programs, while the second floor will house the design, drawing, and mixed media programs. The move of the printmaking area to a larger room will provide appropriate square footage for current enrollment numbers and allow for the expansion of course work to include lithography. V107 could then be used by the painting or sculpture area or by the revived“Business of Art” class. 1.14 Establish a plan for running the new gallery space in the Performing Arts Center Complex and form working relationships with appropriate Music, Film, and Theater faculty. 1.15 Expand outreach and publicity via the Department web site and the Office of Marketing and Public Information. 2. Proposed action plans addressing the goals and objectives stated in #1, including specific timelines, budgets and persons responsible in each year of the plan. The conduct of our fifteen objectives will be adopted by willing faculty members attending our Fall 2005 semester Art Department Advisory Committee (ADAC) meetings. Each responsible faculty member will enlist the aid of fellow faculty members and provide updates on their objective’s progress at subsequent ADAC meetings. A number of the goals are likely to be resolved in a relatively short amount of time. An example is the Art Major with a completion date of summer 2005. Other goals such as acquiring the first and second floors of the Creative Arts building for our program will certainly involve six years of work and planning. Critical objectives such as the retention of all full-time faculty positions, the clarification of the Ocean campus’ secretarial position’s role in the management of the Department and the approval of two TIA positions demand timely completion and the focus of faculty and administration alike. Our listing of the Department’s plans for the next six years refers readers to Appendix I, Section 5.2 for the budgets of objectives that we have been able to determine. In the case of seven of the departmental goals, large College capital outlays will be required and we were unable to estimate amounts. The Creative Arts building’s first and second floor renovation to house the Art Program serves as a good example of our inability to determine a related budget. On the other hand we were able to determine the budget for objectives such as securing EmbARK associated hard and software. In all cases the faculty members responsible for each objective will gather the needed budgetary, material and administrative information. 3.

Ways in which the department will continue to address the college strategic priorities.

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The Art Department will continue to address the College’s eight strategic priorities in the following ways: 1. Basic Skills Whether in the Art History area or the Studio Arts area, students continue to be instructed on the essential processes of and skills needed in each discipline. For example, during the course of a semester, a beginning drawing student is instructed on requisite pencil use that leads from the development of line based drawings that establish form, proportion and compositional placement to pencil use for the development of value range based drawings that reflect volumetric and spatial concerns. Students enrolled in art history classes, through writing a series of essays, are given the opportunity to expand upon essential writing skills with input from teachers, teaching assistants, on campus tutors and formalized grading tools such as the area’s rubric, see Appendix II. In most art courses, routine quizzes and tests are given to reinforce student understanding of newly learned information and to develop student study skills. The Art Program’s course sequencing is designed for increased student success since prerequisites, such as basic design and drawing classes, must be met before students enroll in course work of increased intensity, such as a beginning printmaking class. Where appropriate the Department will continue to expand upon alternative methods of instruction and academic support. 2. Academic Programs The Art Department continues to expand upon its integration of multicultural perspectives into its curriculum. The Art History area offers classes, such as Art 107, African American Art History, that examine art as a means of learning about creative processes and how they reflect the culture, society and time in which they were made. In studio art classes, disciplines and their processes are enriched by reference to their historical and cultural roots. The Art Department also continues to participate in inclusive and collaborative projects such as the Missing Student Project that grow into empowering civic engagements for contributing administrators, faculty, staff and especially students. The Art Program continues to provide instruction that accommodates a diversity of student learning styles since each area is represented by a relatively large number of instructors with a wide range of teaching styles. In this way students are afforded a variety of approaches in the learning of a discipline while assured that they are exposed to requisite information. In this vein, the Department will continue to promote appropriate instructional methods and deliveries such as telecourses and online classes, interdisciplinary and collaborative classes such as the DSGN 150, Color in Design and make full use of project based learning. With the Art History area’s formalization of the Docent Training Program at the Diego Rivera Mural, the Department will continue to expand its out-of-classroom learning activities. Through this program, Art and Latin American Studies students are offered the opportunity to create inclusive and sometimes multilingual presentations for the tours that they provide to hundreds of visitors each semester. In the role as docent, students learn about art and its cultural influences beyond the lecture hall while experiencing first hand its impact on a diverse audience. The program is expanding to include student participation in internship programs in the Fine Arts Museums of San Francisco. Student assistants in the Art History area can serve as tutors to their peers while student assistants in the Studio Arts area mentor

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3.

4.

5.

6.

fellow students on working processes while learning about the set up and maintenance of an art studio. The Art Department will continue to review and refine, where needed, the procedures that area faculty use to assess the extent of student learning in their courses. This effort will include the development of appropriate assessment instruments such as the Rubric and the initiation of regular Studio Arts area meetings at which portfolio review criteria will be discussed. As a program that promotes the creation, appreciation and understanding of art, the faculty fully integrates visual resources into curriculum in order to improve student success and learning. The Department also continues to contribute to the College’s efforts to expand art exhibits and workshops throughout the College. The faculty’s contributions will include but will not be restricted to college-wide committee work that promotes the maintenance of existing College works of art as well as the acquisition of art for new college buildings; installation of art into display areas such as the cases at Gough Street; and the creation of professional development workshops. Workforce Development The Art Department continues to review its curriculum to determine if a business of art course is an appropriate change in the Art Program given scheduling and budgetary restraints. Please see Part IV, Section 1.11 for further information about this potential art course. Outreach and Recruitment There are a number of ways that the Art Department continues to recruit students to its program. The Honors Program will continue to serve as outreach to high school students who are bound for CSU, UC or other four-year colleges and universities. Online art classes, a new way for the Department to serve non-traditional students, will continue to increase the program’s attractiveness to students who might otherwise consider enrollment unmanageable given typical conflicts between class and work schedules. Tapping into the growing number of satisfied visitors to the Diego Rivera Mural, ranging in age from kindergarten to senior citizen, the Art Department continues its outreach to the community while recruiting students to its program. The Art Department web site is expanding our recruitment of students from the Bay Area, the state and from other nations. Finally, by maintaining a gallery in the Performing Arts Center Complex, the Art Department will enjoy a lively venue for attracting new students from the visitors and students who frequent the complex’s classes, activities, and events. Student Development In collaboration with the College’s work-study and lab aide program, the Art Department will continue to offer students the opportunity to earn money while learning about area related operations and materials. The Department will continue to develop its computer workstations for student use and endeavor to place them in easily accessible and appropriate rooms. The Art History and Studio Arts areas will continue to investigate sources of scholarship monies such as those offered to matriculating students to the California College of the Arts. Art Department faculty will continue to aid counselors in identifying and assisting transfer ready students in their efforts to matriculate to baccalaureate institutions. Resources

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The faculty will seek to revise or eliminate mundane time-consuming processes by first reviewing routine administrative tasks such as the completion of requisition forms (filled out by faculty, typed by clerical assistant, retyped by Gough Street personnel), filling out of faculty contact and teaching availability forms, and the program review and then making suggestions for improvement to the appropriate office. The Art Department will continue to seek College support in the development of facilities that provide optimal teaching environments for art history and studio art classes. Given the notable improvements made by the renovation project to the ventilation, dust collection and lighting systems of the ceramics and sculpture areas at Fort Mason and of the drawing, painting, printmaking and sculpture areas of the Visual Arts building at the Ocean Campus, the faculty will keep abreast of health and safety issues arising from ineffective ventilation and particulate collection in seasoned rooms such as the metal arts lab in A126 and the ceramics lab in A121 and in the printmaking lab in Fort Mason’s room 208. It will also continue to approach the College for support in the remodeling of existing spaces such as the drawing and painting labs at Fort Mason in order to accommodate related equipment, materials and furnishings, number of students, and storage. The Art Department faculty will continue to contribute, as best it can, towards improving the appearance of the Creative Arts and Visual Arts buildings’ interior and exterior spaces by motivating students to clean up after themselves and those students that do not. The faculty and will continue to provide Buildings and Grounds, and Custodial Services prompt and helpful requests for work and custodial services. 7. Technology The Art Department faculty will to continue to research, create and offer appropriate online courses such as Art 130A, Basic Drawing and Art 125A Basic Design. It will continue to offer telecourses such as Art 116, Art of the Western World. The Art Department will continue to seek support in upgrading existing lecture halls and classrooms to support digital projection presentations, and improve the facilities that will house EmbArk related technologies and users. Taking advantage of College sponsored computer workshops, the faculty will continue to expand upon the skills needed to improve their use of digital technology for instruction. In the coming years, the Department will improve the quality and expand access of student accessible computer labs in the Department. 8. Organizational Effectiveness The Art Department will continue to offer suggestions and proposals for professional development workshops to the College in order to keep faculty abreast of discipline developments. Faculty will continue to explore innovative and effective teaching approaches as well as means of communication. The Department will be well served to develop a program for supporting and publicizing such contributions. In light of the growth of computer use among faculty and staff, the Department will continue to work towards a balance between the Fort Mason and the Ocean campus’ acquisition of digital technology and its support. In regards to increasing collaboration and improving working relationships between all members of the Art Department, two steps must be taken. The first is to clearly define the roles of the Chair, Fine Arts Coordinator, faculty, secretary and staff and make these roles known to all. The second step is to define the purposes and 30

composition of relevant committees for all faculty and staff. The Department will continue to organize social activities that promote collegiality and trust between and all faculty and staff members. Part V

Conclusion The fifteen goals and objectives that we have listed for the next six years reflect our commitment to effectively instruct a large and diverse student body on the fundamentals of art and to motivate as many students as possible to further develop their analytical and creative thinking skills. Key to our instructional commitment is a faculty and staff that keeps current with their disciplines and contributes to each discipline’s advancement by participating in professional development activities on and off campus. Many of these activities will provide insight into new technologies and teaching approaches. They will also branch into new teaching opportunities that will reach beyond the classroom and invigorate new institutional partnerships that will positively reflect upon the Art Department and College alike. During the course of the next six years as we work to meet our goals, we anticipate strengthening our intra and inter departmental relationships, further energizing our program and cultivating many more students of merit.

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Appendix I Part I 2.

Status of goals, objectives and action plans in previous program review. 2.1

Faculty participation in the following committees and projects aid in strengthening teaching and student learning outcomes: City College Curriculum Committee College Council SCANS project Standards Accreditation Committee Standard Articulation Committee Budget Committee Strategic Planning Committee Diego Rivera Mural Project Committee Works of Art Committee Performing Art Center Complex Outreach programs include: Missing Students Project Docent Program Honors Program Teaching Assistant Program City Arts Gallery Fort Mason Gallery Fort Mason Holiday Show Ceramic Guild Workshop Series Professional Development Program Presentations

2.4

Supportive Working Environment The 1998 program review objective of acquiring a Teaching Instructional Assistant (TIA) position for the Art Department was not realized. This TIA position is needed for the maintenance of traditional equipment. Given the curriculum developments of the last six years, the amount of course required equipment such as band and table saws, welding equipment, precision hand tools such chisels and gouges, kilns, presses, and exposure units (all requiring routine maintenance and occasional repair), budgetary restraints on the purchase of new equipment, the prohibitive cost of repair services, and ambitious instructor work loads, a TIA is essential in the continued well-being of the art program at the Fort Mason and Ocean campuses. Upon meeting the Art Department’s priority of attaining a TIA for maintaining traditional equipment, a second TIA position for the administration of digital equipment and software will be sought. The motivation for this second Art Department dedicated position is the growth of digital technologies into all aspects of the program and the difficultly of faculty in maintaining classroom, office and computing lab workstations. There are many existing, pending and anticipated reasons for the Department’s need for a second TIA. An example of an existing reason is the use of a workstation in the printmaking lab. It has been set up for student use with traditional processes and its 32

operating system and numerous software applications are in need of routine updating, as are the scanner and printer in need of regular maintenance. An example of a pending reason is the initiation of the EmbArk image software in the Art History and Studio Art areas for course material development and presentation. The scope of this undertaking both in terms of developing a digital protocol for the system and in terms of managing an expansive image collection for the Department will require a key staff person. Finally, an example of an anticipated reason is the plan for collaborative work with the Graphic Communication Department to incorporate several workstations in A103 for use in design course work. Part III

Current Status, Link to the Strategic Plan 1

Teaching Excellence, Student Learning Outcomes and Program Improvement 1.1

Departmental activities toward improving classroom instruction and teaching excellence, including professional development activities a. Committees and projects contributed to by Art Department faculty: City College Curriculum Committee College Council SCANS project Standards Accreditation Committee Standard Articulation Committee Budget Committee Strategic Planning Committee Diego Rivera Mural Project Committee Works of Art Committee Performing Art Center Complex Outreach programs include: Missing Students Project Docent Program Honors Program Teaching Assistant Program City Arts Gallery Fort Mason Gallery Fort Mason Holiday Show Ceramic Guild Workshop Series Professional Development Program Presentations College Night Events presentation at the Legion of Honor Museum b. Flex Day activities organized by Art Department faculty include the following: Workshop on photo-intaglio Workshop on non-toxic etching processes Egyptian Exhibition tour at the Legion of Honor

1.4

Support of college’s transfer mission.

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Art History students have been accepted into some of the most prestigious private and public institutions in the country including Harvard, Smith College, Stanford, Mills College, all of the University of California and California State system campuses and the University of Chicago. Studio Arts students have been accepted into some of the most prestigious private and public institutions in the country including the San Francisco Art Institute, Chicago Art Institute, Rhode Island School of Design, California College of Arts, Claremont Graduate School and all of the University of California and California State system campuses. 1.7

Promotion of flexible delivery systems. Telecourse offerings include Art 116: Art of the Western World and Art 118: Art America. Online courses include 130A: Basic Drawing and 125A: Basic Design. Studio and Art History courses are offered at multiple sites aside from the main campus: Fort Mason, Mission, Downtown, Noe, and Castro/Valencia campuses.

2.

Supportive Working Environment 2.3

Involvement/inclusion of classified staff in departmental activities. The following are ideas regarding the responsibilities of the Art Department secretarial position and were compiled by faculty attending a Fall 2000 semester, Art Department Advisory Committee meeting. Orientation and Guidelines for Art Department Secretary The Art Department secretary is to help facilitate the needs of the Chair, Fine Arts Coordinator, faculty, students, and staff in a professional and courteous manner. In the Art Department structure, the secretary first responds to the Chair, then the Fine Arts Coordinator, and then to the faculty. a. The Art Department secretary works primarily with the Chair (the position’s direct supervisor) by sorting mail, helping to set appointments, providing word processing support, and reporting daily to the Chair to learn of needed assistance Art Department management tasks which include but are not limited to: 1) Typing of letters for the Chair and Fine Arts Coordinator, and time permitting, faculty members. 2) Budget and scheduling needs including but are not limited to: a) Faculty phone, address and email list. b) Faculty schedule book at the semester’s beginning. c) Monthly budget reports to cost areas. d) Ongoing budget updating such as filing copies of requisitions and distribution of instructor copies to mailboxes. e) Request final schedule from instructors and post room use three weeks prior to finals. f) Post Art Department office hours and maintain them. 3) Managing all in-coming Department business including but not limited to: a) Queries for advertised job positions. 34

b) c) d) e)

Art business requiring student workers. Scholarship information and application deadlines. Visitors from other schools. Donations of materials and art equipment. This information must be reported to the Chair and the Fine Arts Coordinator immediately. f) Distribution and record keeping of lockers. g) Forwarding of messages to instructors. Emergency messages require immediate forwarding to the pertinent person or persons. 4) The Art Department Chair, name stamp is used only for those purposed set by Department Chair guidelines. 5) When deemed necessary by the Chair, the Department secretary will take notes for the Chair or Coordinator at department and college related meetings. b. The Art Department secretary also works with the Fine Arts Coordinator to review needs concerning: 1) Typing, copying and collating materials for departmental announcements and meetings. 2) Scheduling of office workers or other student personnel matters. c. The Art Department secretary also works with all faculty by aiding in copying and facilitating the processing of paperwork related to but not limited to: 1) Procuring of office supplies. 2) Duplication orders. 3) Student registration. 4) Late adds, independent study and course repeatability. d. The Art Department secretary acts as a support person for the gallery director(s), gallery sitter, and act as conduit in the 1) Accepting and storing of artwork in the office as needed. 2) The faculty art auction process. e. The Art Department secretary helps to facilitate the needs of students by professionally and courteously addressing their inquiries. The secretary is often a student’s first contact with the Art Department and so it is important that the interaction be as positive as possible f. The secretary interviews and hires student office workers subject to the approval of the Art Department Chair. 1) Works with the Chair Coordinators to establish job descriptions and duties for student office workers. 2) Introduces office workers to the Chair, Fine Arts Coordinator and faculty. 3) Explains emergency procedures to new workers and familiarizes them with the facilities. 4) Time permitting, office workers help instructors with instruction related tasks such as duplicating. g. Assists the Department TIA with directives set by the Chair Coordinators. h. All budget matters and purchase orders are subject to the approval of the Art Department Chair and under no circumstances can be forwarded without said approval. i. Disbursement of art materials left in student lockers must be handled according to the procedures set by the Art Department Chair and coordinators.

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j. Make phone calls for instructors and students to Building and Grounds in an effort to accelerate response time to emergency needs. k. Excessive use of the telephone by office staff for personal business is unacceptable. l. Under no circumstances is the use of office computers and equipment for personal business allowed. 5. Equipment and Supplies 5.2

Need and rationale for any major new equipment. Art History and Studio Program Needs A workstation is comprised of a computer, scanner, and printer. The six requested will meet the needs of the Fort Mason and Ocean campuses and will be used by the Art History and Studio areas. Site licensing must be explored to determine the best route for procuring and updating the Department’s software. The software will include: Adobe In Design, Adobe Photoshop, Macromedia Freehand/Dreamweaver/Fireworks package, Norton Utilities, and Microsoft Word. 6 computer workstations Software for 6 workstations 3 Slide scanners 8 digital projectors 8 digital projection screens 4 digital cameras

$14,000 $5,100 $2,500 $18,000 $9,600 $3,200

Two of the computer workstations will be installed in the computing lab of room 205 at Fort Mason while two workstations will be installed in room A103 and two in V115’s computer lab. The slide scanners will be used in the slide library of V115 and in conjunction with EmbArk related digitizing and cataloging. A digital projector and screen will be installed in V115 and three will be installed in selected studio area rooms. At Fort Mason a digital projector and screen will be installed in a dedicated art history classroom and the second set will be installed in a selected studio classroom. Drawing and Core Area Needs The easels and lamps are needed to replace broken ones. The slide projectors are requested for use in the interim of digital upgrades and they will meet current demand for image projection in art history and studio rooms. The Art Department looks forward to the College’s support of our proposal to update our projection system by investing in digital equipment given that analog projectors are becoming more expensive to maintain and replace. See Appendix I, Part III, Section 4.2 8 drawing easels 12 standing studio lamps 12 slide projectors

$1,600 $2,100 $3,600

Printmaking Area Needs 36

Ocean Printmaking: a replacement press for the unreliable Sturges press; rinse tank to capture the residual copper that is generated in the non-toxic etching process; a spray booth, airbrush and compressor to provide non-toxic aquatinting to students. Fort Mason: a NuArc Exposure unit for digital/etching course work and a drying rack to replace a broken one. 2 etching presses 55 liter rinse tank 28 x 26 x 26” spray booth airbrush and compressor NuArc Exposure Unit drying rack

$11,300 $1600 $1575 $500 $2,800 $1,300

Ceramics Area Needs Replace antiquated kilns at both the Ocean and Fort Mason campuses. 6 kilns

$40,400

Sculpture Area Needs Replace broken and missing equipment at both campuses. 2 band saws welding equipment 2 drill presses square wheel sander bench top gas jets rolling mill vacuum /bead blaster hydraulic press disc cutters raising equipment 2 large vices 3 flex shafts bench shear shelving and cabinets Exhaust fan

$ 1,900 $ 600 $ 1,500 $ 350 $ 400 $ 1,800 $ 350 $ 1,900 $ 300 $ 500 $ 800 $ 600 $ 400 $ 3,800 $ 400

These are minimum estimates that were made in April of 2005.

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Appendix II Part III 1.1

Departmental activities toward improving classroom instruction and teaching excellence, including professional development activities.

Art History Rubric for Writing

Format Double spaced

0

1

2

3

4

5

Typed in Black Ink

0

1

2

3

4

5

Standard Readable 10 or 12 Font Size

0

1

2

3

4

5

Proof Read with no Corrections on Final Hard Copy

0

1

2

3

4

5

Spell Check Used

0

1

2

3

4

5

Title

0

5

Class

0

5

Name

0

5

Date

0

5

Within Specified # of Pages

0

1

2

3

4

5

Bound in Hole Punched Folder

0

1

2

3

4

5

Illustrations Properly Mounted

0

1

2

3

4

5

Illustrations with Appropriate Citations

0

1

2

3

4

5

Information from Outside Sources Footnoted

0

1

2

3

4

5

Sources Listed in Bibliography

0

1

2

3

4

5

Separate Title Page with:

Descriptive, Comparative, and Interpretive Analysis of Style and Content

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4 3 2 1 0

Excellent Good Average Poor Below Average

Identification of Visual Elements of Style

0

1

2

3

4

Definition of Vocabulary

0

1

2

3

4

Application of Vocabulary Within Appropriate Context

0

1

2

3

4

Demonstration of How Stylistic Elements Have Been Applied by the Artist

0

1

2

3

4

Organization Reflecting Critical Thinking in Sequence of Presentation

0

1

2

3

4

Sustain Relevance to Topic

0

1

2

3

4

Support of Observation with Proof (Demonstration of Application)

0

1

2

3

4

Clarity of Thought and Paragraph Unity Throughout

0

1

2

3

4

Maintain Topic of Description as Subject of Comparison

0

1

2

3

4

Recognition of comparable qualities of Style in Other Art Works

0

1

2

3

4

Demonstration of Relative Importance of Similarities and Differences in Style

0

1

2

3

4

39