Mission Statement

The mission of the Sculpture/Fiber Arts/Printmaking program is to cultivate the creativity and develop the skills of those who have the aptitude and the desire to communicate through visual language.  The program supports students to formulate, create, exhibit, and market a body of work informed by a wide variety of media.  The program emphasizes knowledge of historical and contemporary printmakers, fiber artists, glass artists and sculptors, and encourages students to think critically.  The Sculpture/Fiber Arts/Printmaking program strives to develop creativity, confidence, and art-entrepreneurial abilities in students in preparation for art-business and professional careers and/or transfer to an Art/Design school or university. 

Program Description

Courses in Sculpture, Fiber Arts, and Printmaking are in great demand.  We currently have three full classes of 18-30 students in the Fall and five full classes in the Spring semester.  Courses are taught by one full-time faculty member and three to four part-time faculty members.  They are supported by a part-time lab technician.  
The program maintains an Advisory Board whose longtime community members include successful, internationally known business people such as David Hopper(Orient & Flume, Paradise Pictures) Sandy Fisher (Sandy Fisher Woven), and Majbritte Mobrand (Glimakra Weaving Studio), and successful entrepreneurs such as Mick and Aaron Needham (Needham Glass Studio), CSUChico Art Department Chair, Robert Herhusky, and Sculptor Dave Barda. The Advisory Board meets together once a year to offer guidance on program direction and art-business curriculum.
Courses in Printmaking are offered in a large printmaking studio (ARTS 148), which houses state-of-the-art printmaking and darkroom equipment.   Sculpture and Fiber Arts courses are offered in a spacious classroom (ARTS 145), which allows for five floor looms, eighteen table-top looms, and eight large work spaces.  The program also utilizes outdoor lab spaces equipped with state-of-the-art equipment for relief and screen printing, glass fusing, slumping and casting, loom construction, welding and  bronze casting equipment, and a wide array of wood and metal shop tools for the construction of student projects.
Through intensive program area teamwork, and with the technical assistance of CSU, Chico Professor Robert Herhusky and CSU, Chico Sculpture Tech, Dave Barda, Intermediate level sculpture students were casting in metal and glass every other semester.  Courses in the existing program allow beginning level students the acquisition of skills in 3-dimensional design, glass fusing, glass slumping, mold-making, casting of glass and metal, welding, weaving, felting, and papermaking, along with creative problem-solving skills.  

Student Learning/Administrative Unit Outcomes

Sculpture/Fiber Arts/Printmaking Program
PLO’s
Upon successful completion of this program the student will be able to 
 A.  Employ aesthetics, creativity, and quality craftsmanship in creation of a body original artwork.
 B.  Apply art design concepts, art terminology, and knowledge of historical and contemporary artists and trends in the written and oral critique of art works.
 C.  Develop marketable art products/portfolio and professionally display art works in an exhibition space.
 D.  Demonstrate expertise and safety in the use of a variety of materials, tools, and techniques when creating two- and three-dimensional works.




Assessment
 


Strategy


Prioritization Criteria


Strategic Direction Priorities




Discussion on PLO A:  faculty commented that students walk through our doors with lots of creativity and motivation.  We acknowledged that in our individual courses we strive to help students improve their visual language in the expression of conceptual ideas and craftsmanship.   However, one or even two courses, was not enough to bring about substantive improvement to prepare students for the art world beyond college. More access to classes and equipment during the summer would improve students’ skills and craftsmanship. We discussed the fact that many of our students are not interested in transfer to university.  Faculty agreed that though we have strong outcomes for PLO-A in individual classes, that those outcomes are not sustainable due to the limitations forced on us by repeatability rules.  Faculty lamented the fact that without a progression of courses of increasing difficulty, it is very difficult to observe progressive improvement in student abilities to create an aesthetically pleasing, original body of work that displays quality in it craftsmanship.
 


Strategy 1 - Design and implement a new credit program – an Art Career Certificate of Achievement
 
Strategy 4 –
Expand course offerings
 
Strategy 2 –
Equipment to enhance student learning and skill building, and insure that students obtain currency in the technological developments of their disciplines.
 
Strategy 3 –
Increase Technician to 12-Months


Addressing a shortfall identified during SLO Assessment
 
Directly supporting the college in meeting its student achievement standards/goals
 
Maintaining core programs and services
 
Supports Previous Program Review Recommendations


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
Using data, research and collaborative efforts among divisions and departments to develop projections of student demand and appropriate course offerings, locations, and modalities
 
Practicing strategic enrollment management that integrates financial planning with student need and achievement
 
Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan




Discussion on PLO B:  We discussed the need to not just introduce design elements and principles at the beginning of the course, but to emphasize them all the way through.  We acknowledged the importance of showing students the work of successful artists throughout the semester to help them imagine themselves beyond school.  We agreed on how critical it was for them to understand the contemporary trends they would encounter in the outside world.  We discussed the success of our writing assignments and explored different types of assignments that would provide real-world experience, such as writing a proposal for an installation or an artist statement.  We agreed that one cannot write a decent artist statement until one has a body of work, and our students don’t have that yet.  We discussed the skills and knowledge students need in order to critique art and defend their work if they transfer to university.
 


Strategy 1 – Design and implement a new credit program – and Art Career Certificate of Achievement
 
Strategy 4 –
Expand course offerings


Addressing a shortfall identified during SLO Assessment
 
Directly supporting the college in meeting its student achievement standards/goals
 
Maintaining core programs and services
 
Supports Previous Program Review Recommendations
 


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
Using data, research and collaborative efforts among divisions and departments to develop projections of student demand and appropriate course offerings, locations, and modalities
 
Practicing strategic enrollment management that integrates financial planning with student need and achievement
 
Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan




Discussion on PLO C:  Faculty explained how they integrate marketing ideas and portfolio development into their curriculum.  One or two of the projects are designed to have students apply aesthetics and creativity to the creation of a utilitarian object:  a glass dinner plate, a woven shawl or felted purse, a printed calendar or t-shirt.  However, without time into materials and techniques the quality suffers.  Most faculty have been forced to take on Work Experience students in order to focus on product development and marketing.  Faculty agreed that Repeatability rules and lack of courses that would develop students’ Art Business acumen make meeting PLO-C very challenging, and Work Experience is not cutting it.
 


Strategy 1 --Design and implement a new credit program – an Arts Career Certificate of Achievement
 
Strategy 2 –
Equipment to enhance student learning and skill building, and insure that students obtain currency in the technological developments of their disciplines.
 
Strategy 4 –
Expand course offerings


Addressing a shortfall identified during SLO Assessment
 
Directly supporting the college in meeting its student achievement standards/goals
 
Supports Previous Program Review Recommendations
 


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
Using data, research and collaborative efforts among divisions and departments to develop projections of student demand and appropriate course offerings, locations, and modalities
 
Practicing strategic enrollment management that integrates financial planning with student need and achievement
 
Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan




Discussion on PLO D:  Safety is always a major concern.  Faculty thanked Marc, technician, for his diligence along those lines and a great safety record.  We discussed the safety features of the new saw and the need for a larger sink in Printmaking.  We discussed cleaning without water use in the outside spaces, and conserving water in the felting and papermaking processes by saving water in tubs.  We discussed the recycled paper from facilities.  We each explained how we talk about safety and sustainability with students.  Again, we acknowledged that expertise with materials and techniques requires repeated experience- something our students don’t have.  More access to classes and lab equipment would improve students’ expertise with media. 
 


Strategy 2 –
Equipment to enhance student learning and skill building, and insure that students obtain currency in the technological developments of their disciplines.
 
Strategy 3 –
Increase Technician to 12-Months
 
Strategy 4 –
Expand course offerings


Resolving health, life, and safety issues
 
Addressing a shortfall identified during SLO Assessment
 
Directly supporting the college in meeting its student achievement standards/goals
 
Maintaining core programs and services
 
Supports Previous Program Review Recommendations
 


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
Using data, research and collaborative efforts among divisions and departments to develop projections of student demand and appropriate course offerings, locations, and modalities
 
Practicing strategic enrollment management that integrates financial planning with student need and achievement
 
Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan




 Course-Level SLOs
The Sculpture/Fiber Arts/Printmaking program uses the most objective assessment methods it can employ.  We give the students a Pre-test to ascertain their knowledge/skill level in a particular learning outcome at the outset of the course. The Pre-test reveals to students the knowledge/skills they do not yet possess, and creates anticipation in them for what they were going to learn.  In most cases this assessment method works very well.  A good example of this would be the SLO C for Art 23, Intro to Printmaking.
C.  Examine and describe historical and contemporary developments, trends, materials, and approaches in printmaking.
A pre-test can accurately discover students’ level of knowledge in these areas of printmaking.  We have utilized other assessment methods as well, such as the In-Progress Critique method, which works well when assessing students art making abilities.  The In-Progress Critique method worked best for SLO C for Art 60, Beg. Sculpture.
C.  Display basic skills and craftsmanship in sculpture media using the formal principles of design and visual elements.
By critiquing student projects before they were finished, students were able to utilize the feedback they received to improve their visual language, material use or making process, thus producing a better outcome.  The faculty determine assessment methods at the outset of each measurement period so that the method of measurement fits the SLO.
 
 

Standards/Goals for Student Achievement (OSLED Departments)

			College			Program
Indicator	Source	2013-2014 Performance	Standard	Five Year Goal	Fall 2014 Performance	Standard	Five Year Goal
Course Success
-          Overall	PDR	71.1%	70%	73%
-          Transfer/GE	PDR	71.5%		73%	ARTS 93.3% ARTD 81%	ARTS 75% ARTD 73%	ARTS 93.3% ARTD 84%
-          CTE	PDR	75%		77%
-          Basic Skills	PDR	51.7%		55%
-          Distance Ed (all)	PDR	62.5%		64%
Persistence (Focused).  Note:  The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the state Student Success Scorecard, that is used to measure institutional persistence.  The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR	72.6%    (Three-Term) Scorecard	67% (Three-Term) Scorecard	75% (Three-Term) Scorecard	ARTS 13.5% ARTD 5.6%	ARTS 10%	ARTS 20%
Degrees	PDR	1,455		1,600
Certificates	PDR	366		475
Developmental Strand Completion
-          English	State	42%		45%
-          Math	State	30.7%		33%
-          ESL	State	25%		28%
Licensure Pass Rates
-          Registered Nursing	SC
-          Licensed Vocational Nursing	SC
-          Respiratory Therapy	SC
-          Paramedic	SC
-          Cosmetology	SC
-          Welding	SC
Job Placement Rates	PIV

                                                The Sculpture/Fiber Program is in compliance with the standards.  Student achievement standards in the Sculpture/Fiber Arts/Printmaking Program can only be measured by course, because at this time we do not offer a Certificate or Degree.  The data does not reflect Spring semesters or the Fiber Arts class we offered in the Spring 2015.  Back in 2011 the Art 80 Weaving class had a 77.27 success rate that has not been included here because for some reason Fiber Arts courses are reported in ART-A instead of ART-S. Success rates for this program are at the highest level they’ve been over the past four years.  Historically these have been in high 70s to low 80s. Student success rates are high because faculty morale is high. We are excited about the new Art Career Certificate we are developing.  Faculty morale is also high because we have expanded the materials /techniques we teach to included Glass and additional Fiber Arts like felting and papermaking.  Students have embraced these new media with enthusiasm, and are motivated to learn.Most important, success rates are high because the faculty who teach these courses have focused on offering the appropriate mix of high-tech and high-touch.  The lab environment and the long 3 hour class time twice a week allows faculty time to mentor each student.  Attention is paid to students’ individual needs, the progress they are making toward the learning outcomes. Focused Persistence is now around 13.5% and has historically been in the low 20s to low 30s. Focused Persistence is low because our Intermediate and Advanced level Sculpture courses “disappeared” during our last Curriculum Review, thus, there is nowhere for students to persist to.  We are working to revive these courses and put them through the Curriculum Committee along with new courses in Glass and Fiber. At present we have run up against curriculum gatekeepers at the Tech Review level, who told us they are fighting against the “proliferation of courses”, and that “we didn’t need any more courses in art.”The repeat policy has made this worse since time-into-materials is critical for success in the arts (see Malcolm Gladwell). We have been told we have to write new, unique courses, but that the students may only take four courses in a “family”. No one has been able to explain where the “family of courses” requirement came from or provide the official rules.  However, it is clear that other community college art programs are not restricted by this requirement. The Printmaking Program is in compliance with the standards. Student achievement standards in the Sculpture/Fiber Arts/Printmaking Program can only be measured by course, because at this time we do not offer a Certificate or Degree.  The data does not reflect Spring semesters or the Fiber Arts class we offered in the Spring 2015.  Back in 2011 the Art 80 Weaving class had a 77.27 success rate that has not been included here because for some reason Fiber Arts courses are reported in ART-A instead of ART-S. Success rates for this program are relatively stable. Student success rates are high because faculty morale is high. We are excited about the new Art Career Certificate we are developing.  Faculty morale is also high because we have expanded the materials /techniques we teach to included Glass and additional Fiber Arts like felting and papermaking.  Students have embraced these new media with enthusiasm, and are motivated to learn.Most important, success rates are high because the faculty who teach these courses have focused on offering the appropriate mix of high-tech and high-touch. The lab environment and the long 3 hour class time twice a week allows faculty time to mentor each student.  Attention is paid to students’ individual needs, the progress they are making toward the learning outcomes. The program is developing an Art Career Certificate.  

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

1.  Enhancing a Culture of Completion and Academic Achievement
Connection:  The Sculpture/Fiber Arts/Printmaking program does not currently have a plan for recruiting students from the high schools, but we have many ideas for increasing enrollment in our program by recruiting community members.  So far these recruitment ideas have not been supported by the college.  We have an on-going internal recruitment plan:  the full-time faculty member recruits from the GE Art classes, such as Art Appreciation and Art History.  As already mentioned we offer a mix of high-tech and high-touch which produces a success rate of 93%.  During class faculty advise students on potential careers in the arts and suggest art schools and university art programs that would meet students’ individual needs.  Many of our faculty teach or have taught at Chico State making them ambassadors and transfer partners to our closest Art program.
Entry and Progress:  Sculpture/Fiber Arts/Printmaking faculty answer students’ questions about art program pathways and college services all the time.  Faculty take time to discuss the optimum order in which art courses should be taken, which art courses will transfer to university, which additional courses could benefit and prepare students for university, and which GE courses best support what students are learning in art.  Faculty also talk with students about the difference between a BA and a BFA degree in art, how best to apply for the BFA program, and what the advantages are of earning an MFA over and MA in art.  If students are not interested in teaching, curating, arts administration, or other professional careers, but would rather manufacture and market their art, faculty mentor students about what is required.  Presently this kind of help often takes the form of Work Experience where student and faculty member write specific objectives with the goal of launching a successful Art business.  Because there is so much student demand for this kind of knowledge, the program is developing an Art Career Certificate to address the demand for art-entrepreneur.  In addition, art projects are focused on solving problems in the creative process, and during critiques students analyze the work of others.
Completion:  Sculpture/Fiber Arts/Printmaking program courses are part of the AA-T transfer degrees.  Beyond transfer degree completion the program encourages completion by supporting students to submit their artwork to exhibitions held in and outside the college.  Our program focuses on quality construction and presentation of student artwork.  We have spent the past several years developing an Art Career Degree/Certificate, which will provide students with the necessary skills to be a successful art-entrepreneur.
Strategic Scheduling:  Faculty in the program are always looking for ways to expand course offerings to new markets.  We feel the Baby Boomers are one such market niche.  Because of the equipment needs of the program, most course offerings must be made at the main campus.  We try to offer sections at times when students are interested in taking class – usually 11:00am and 2:00pm.  We have offered late-starting sections to meet students’ needs and we also occasionally offer a night class.  Not having bus service at night has interfered with the success of night art classes.  Students have shown interest in a nighttime Fiber Arts class.
Technology:  We have brought Glass Arts and Bronze Casting to the college.  Sculpture is becoming increasingly technical and we are considering purchasing a 3D Printer for casting glass and metal.  Faculty use Blackboard to connect with students and post assignments.
Workforce and Community Development:  We have an Advisory Board that guides our decision-making toward student success.  Our Advisory Board fully supports the Art Career Degree/Certificate and the development of Glass and Fiber Arts.  We are focused on the development of art-entrepreneurs, not workers for employers.  We are focused on helping students market their work through Internet and social media.
2.  Supporting Student, Faculty, and Staff Success
Student Engagement:  It is critically important to the Sculpture/Fiber Arts/Printmaking program that we create and maintain meaningful relationships with our students.  Our success rate bears this out.  We encourage students to participate in Arts functions and activities.  We use Blackboard and email to communicate with students.
Employee Development:  The fulltime faculty member supports the part-time faculty and technician to apply for Travel & Conference funds and attend conferences and workshops in arts and in education, in order to enhance their skills and remain current in their fields.  The fulltime faculty member attends 1-4 art workshops in Glass, Wood, and Fiber Arts each year.  She attends the Stanford Human Rights Education Institute  (SHREI) Symposium annually.  She is a member of The Arts in Society.  In 2014 she and Dr. Ken Meier presented a paper at The Arts in Society conference in Rome on the Sustainable Art and Architecture Exhibition held in the Butte College Art Gallery/ARTS building in 2010.
Wellness:  Aesthetics is our business.  We know how the aesthetics of a room or a building can support or adversely affect motivation and achievement.  We display student work on walls and in cases, provide works of art for display, and maintain the cleanliness of our spaces.  We also have conversations with students about their physical and emotional health when they bring it up, and take them to the health center or appropriate college service when needed.  We place high value on safety.
Collaboration and Decision-Making:  The Sculpture/Fiber Arts/Printmaking program meets three to four times a semester to discuss students’ learning outcomes and assessment, budget, safety, staff development, classroom and equipment issues, and program direction and progress. The part time faculty are not paid for these meetings yet we rely heavily on their input.  I reward them with a meal, certainly much less than they deserve.
3.  Using Data-Informed Processes for Continuous Improvement
Training faculty and staff and using data for continuous improvement by:  At our monthly meetings we discuss how we can improve our program and insure that it meets accreditation standards.  We utilize data from Data Mart and many other Arts data resources, such as Americans for the Arts website, to support our course and program decisions.
4.  Maximizing Resources to Support Student Learning
Strategic enrollment management that integrates financial planning with student need and achievement:  faculty in the program have continually made suggestions at Budget Forums and in meetings with VP and Dean about ways to successfully manage enrollment.  There is a large student-group in the community that has been ignored ever since the budget crisis, particularly in the Arts areas.  The community continues to pay for the Bonds that allowed the college to build the new buildings, including $28 million for the ARTS building.  Offering courses that meet their needs would be advantageous to the college because of the increase in FTES and would please the community, particularly if and when the college wants the community to pass another Bond.  (Meanwhile, CSUChico is capitalizing with their elder-college.)
5.  Modeling Sustainability
Providing educational opportunities in the area of sustainability by:  faculty in the program promote green practices by having students use recycled materials in their art projects, and recycling art materials, such as wax and clay.
Continuing to reduce the college’s carbon footprint and waste by:  faculty and staff in the program promote awareness and conservation of resources, including recycling Styrofoam, cardboard, glass, wax, etc., energy, and conscious use of petroleum, gas, and toxic products.
Demonstrating environmental stewardship through water conservation by:  faculty and staff use water judiciously, and encourage students to do the same.  For example, in the papermaking process large tubs of water are needed for pulp.  The contents of the tubs are re-used rather than being dumped for each class session.  Outside lab spaces are not hosed down but swept.
6.  Enhancing a Culture of Inclusiveness
The Sculpture/Fiber Arts/Printmaking program is acutely aware of the diverse nature of its students.  It serves a much higher percentage of Disabled, Foster Youth, and Economically Disadvantaged students than the college as a whole. 
Disabled students in Sculpture are 8.7% and Printmaking 10.53% compared to the college 2.79%. 
Foster Youth students in Printmaking are 10.53% compared to the college 2.58%.
Economically Disadvantaged students in Sculpture are 52.17% and Printmaking 47.37% compared to the college 38.32%.
In addition, Learning Modalities assessments taken in Sculpture, Printmaking and Fiber Arts classes show those students are predominantly Visual learners and secondarily Kinesthetic learners rather than Auditory, the mode so often equated with success in college.  Art students learn by seeing and by doing, as opposed to listening and taking notes.   Thus, art students often have difficulty in an educational system that, as Howard Gardner explains, “assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning.”  Gardner continues, “as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."  Of the Multiple Intelligences Gardner describes students who excel in school tend to show strength in Linguistic Intelligence and to a lesser degree Logical Intelligence, whereas arts students fall predominately into the Visual-Spatial, Logical-, Inter- and Intrapersonal Intelligences.  
 
 Art students, and many famous artists, often have “learning disabilities” such as Dyslexia and Scotopic Sensitivity Syndrome.  These challenges can make art students’ achievement in reading, writing, and mathematics courses very difficult.  Often talented arts students quit school because they cannot complete a program of study that requires them to achieve in the courses that follow the narrow confines Gardner describes.  In addition, what is viewed as a “learning disability” by the mainstream educator is called a “learning difference” by art educators and is viewed as an advantage.
Art students often intuitively understand that they have differing abilities and do not fit into the mainstream body of students who are able to achieve in the established and biased educational framework.  These students are often risk-takers in terms of socially constructed norms surrounding personal expression by the time they reach adulthood.  Sculpture/Fiber Arts/Printmaking is an ideal program for these “misfits” to fit and self-actualize as human beings, as bearers of cultural expression, and as valuable citizens.
The Sculpture/Fiber Arts/ Printmaking faculty view art students as historically underserved because they do not have equity at the college.  Rob Johnstone, PhD. addressed this issue in his recent talk on Guided Pathways Approach to Increasing Student Completion & Success, when he questioned “why would we expect students to get excited about college when we force them to do the things that they failed at in high school, and we do it in such a way that doesn’t contextualize it to anything they’re interested in”?   Analytical reasoning, Johnstone suggests, can be contextually based – in other words, we need a Math for Artists course where art students could apply math to the creation of art.  Students’ success rates would climb substantially and there would be a large increase in the number of art students completing AA-T and AA Degrees in Art.
Program faculty often dialogue about how to better serve its diverse student population and is exploring ways it might utilize Student Equity funding.

Program Review

Validation Team recommendation:  As the Background Statement of the Art Department’s 2014 Program Review rightly states, “Art has been an integral part of human culture for over 30,000 years” (p. 1) and it remains essential by reinforcing our “shared beliefs and values” (p. 2), increasing our “empathy” (p. 3)
and reinforcing our “social bonds” (p. 3). Because of the Arts’ central importance in human development and behavior, it is extremely disheartening to see the cuts and restrictions Butte’s Art Department has suffered in recent years. Therefore, it is the Validation Team’s recommendation that the Art Department be allowed to expand its course offerings (which are also profitable for the college). It is also the team’s recommendation that creative solutions be sought to somehow address students’ needs for skills development in Studio Arts classes given current, inappropriate state-mandated limits on repeatability of classes.
The Sculpture/Fiber Arts/Printmaking program has been allowed to add Art 81 Intro to Fiber Arts and Art 22 Screen Printing into its schedule of course offerings.  These two courses have filled to above capacity and in the case of Fiber Arts, brought students from the community who would not have taken any other art class.  
Validation Team Recommendation:  Instill departmental planning with entrepreneurial vision. The Validation Team recommends that the Art Department devise and implement strategies to showcase and maximize the use of Arts facilities, resources and talents, creating a community Arts venue. With District support, leverage the capabilities of other campus programs such as Drama, Music, Recording Arts and Digital Art and Design programs (and others), with events management staff, as necessary. Consider the collaboration with programs such as Child Development and the Child Development Center, generating revenues for Art Foundation accounts and adding value to the communities we serve by offering art-oriented children’s camp opportunities. Enhance Butte’s culture of inclusiveness to encompass the campus and local communities by supporting and showcasing faculty, staff and student success in our wonderful Arts venue.
The Sculpture/Fiber Arts/Printmaking program continues to maintain it entrepreneurial vision and has worked diligently to develop an Art Career Degree/Certificate that would assist art students in developing their professional and entrepreneurial goals.  It has:

established and maintained an Advisory Board for the past 3 years,
researched all Community College Art Programs to compare programs/course offerings,
researched data on the Art industry, developed student surveys to determine what students need,
held Art faculty/staff meetings to gather input on the proposed Art Career program, met with the Curriculum Committee Tech Review and discovered roadblocks to approval of the program,
explored the idea of garnering Arts community support,
discussed the program with North/Far North Consortium,
met with Business Education faculty to gather input on curriculum,
contacted the Chancellor’s Office,
gained the support of the Dean and VP of Student Learning,
researched and designed curriculum, and
drafted multiple New Credit Program applications.

Department Goals

The goals of the Sculpture/Fiber Arts/Printmaking program are to:

cultivate in students the creativity and skills to formulate, create, exhibit, and market a body of work informed by a wide variety of media
assist students in obtaining knowledge of historical and contemporary printmakers, fiber artists, glass artists and sculptors, and encourage students to think critically about this information in terms of their own work
foster creativity, confidence, and art-entrepreneurial abilities in students  
prepare students for art-business and professional careers and/or transfer to an Art/Design school or university

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	Sculpture/Fiber Arts/Printmaking - Sculpture	Equipment	11-000-512-1-100220	56410	$4,640.00	$0.00
22" Paragon Bench Top Kiln (2) $2320 each	Two small annealing kilns would alleviate the continuous demand for the large Glass kiln in the fusing, slumping and casting of glass. Currently over 100 glass pieces are created by sculpture students each semester. In the Fall semester, in the middle of project 3, the one of heating elements in the large Glass kiln broke and all the student projects backed up, interfering with the progress of the final semester project and the completion of SLOs for the course. Obtaining the use of two smaller glass kilns would also allow the program to be more sustainable because we would not have to use our large kiln for firing only a few pieces. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
2	Sculpture/Fiber Arts/Printmaking - Printmaking	Equipment	11-000-512-1-100220	56410	$1,100.00	$0.00
HP Laser Printer	Students need access to digital printers in the classroom for their projects. Currently, the whole class has to go upstairs to the Graphic Design classroom in order to complete their class work. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment
3	Sculpture/Fiber Arts/Printmaking - Fiber Arts	Equipment	11-000-512-1-100220	56410	$1,260.00	$0.00
18 size 8 Reeds to fit the Ashford Table Looms	18 size 8 Reeds to fit the Ashford Table Looms. A reed keeps the threads at the desired thread per inch on the loom and is a part of the beater that compacts the weft into place. Size 8 reeds are the best size for students when first learning to weave. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations
4	Sculpture/Fiber Arts/Printmaking	Personnel	11-000-512-1-100220	52210	$0.00	$5,970.00
12-month Lab Tech Support	Increasing the position of Technician, held by Marc Cardinet, from 10 months to 12 months would add valuable and needed support for the Sculpture, Fiber Arts, Printmaking Program, and also for the Butte College Art Gallery, where Cardinet provides the primary support for installation of the exhibitions. The additional 2 months would allow the Sculpture/Fiber Arts/Printmaking program to obtain materials, tools, and equipment needed for the coming school year in a timely manner, it would insure safety by allowing for the repair of tools and equipment during the summer when it is not in use, it would allow for classroom and lab preparation before students return in the fall, and it would allow for collaboration with program faculty members in preparation for the beginning of classes. Most important, the additional month would allow Cardinet the time to insure the safety of the equipment and hazardous materials used by students. In addition to his duties in Sculpture, Fiber Arts, and Printmaking Marc's position supports studio projects in GE classes Art History and Art Appreciation, such as the transport and firing of 1,100 little clay figures, and assisting Art History students in the construction of their research projects. Finally, since 2012, Marc has seen an increase in his duties to include Datatel in the ordering and tracking of tools, materials, and equipment. Marc’s knowledge and expertise is invaluable when it comes to ordering these things because he understands their uses and is able to use his independent judgment when problems arise. This has benefited the program and expedited the receipt of materials, etc. However, the added responsibility has taken time away from other pressing program demands. The additional 2 months would alleviate this problem. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Resolving health, life, and safety issues Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations Meeting state water use reduction requirements Evaluating standards and goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing annually
5	Sculpture/Fiber Arts/Printmaking - Printmaking and Fiber Arts	Equipment	11-512-000-1-100220	56410	$1,590.00	$0.00
Thermofax Imager for Printmaking- Panenka A3 Thermafax, 12" width	Textile and Printmaking artists use these machines for creating silk screens in several seconds by running a piece of Riso film through with a photocopied image. The machine would benefit both students in Printmaking and Fiber Arts. Since no toxis chemicals would be necessary in this type of process it would be a sustainable addition to the program, and offer students a state-of-the-art experience. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
6	Sculpture/Fiber Arts/Printmaking	Equipment	11-000-512-1-100220	56410	$1,411.00	$0.00
Nortel Minor Bench torches, graphite paddles, marvers, and ACE safety glasses	To be properly prepared for transfer to CSU,Chico's glass program and/or to properly set up a working glass studio business, students need to be familiar with lampworking processes and techniques. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Maintaining core programs and services Supports Previous Program Review Recommendations
7	Sculpture/Fiber Arts/Printmaking	Equipment	11-000-512-1-100220	56410	$2,799.00	$0.00
MakerBot Replicator Desktop 3D Printer - 5th Generation	A 3D Printer would allow students an opportunity to engage with current technology in casting processes. Use of a 3D Printer is part of the AA-T Course Outline the program adopted as part of SB-1440. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Maintaining core programs and services Supports Previous Program Review Recommendations