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

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 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

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 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

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 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

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 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.

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 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.

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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 computer-
technology 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

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 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

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 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 two-
thirds 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.

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 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 part-
time 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

16
 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 much-
needed 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: Permanent risers designed into the classroom allow for the effective
use of the space by large numbers of students.
Sculpture: 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.
Painting: 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.

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 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 un-
repairable 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.

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 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.

26
 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 on-
line 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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 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.
3. 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.
4. 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. On-
line 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.
5. 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.
6. 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) Art business requiring student workers.
c) Scholarship information and application deadlines.
d) Visitors from other schools.
e) 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.

35
 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 $14,000

Software for 6 workstations $5,100
3 Slide scanners $2,500
8 digital projectors $18,000
8 digital projection screens $9,600
4 digital cameras $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 $1,600

12 standing studio lamps $2,100
12 slide projectors $3,600

Printmaking Area Needs

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 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 $11,300

55 liter rinse tank $1600
28 x 26 x 26” spray booth $1575
airbrush and compressor $500
NuArc Exposure Unit $2,800
drying rack $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 $ 1,900

welding equipment $ 600
2 drill presses $ 1,500
square wheel sander $ 350
bench top gas jets $ 400
rolling mill $ 1,800
vacuum /bead blaster $ 350
hydraulic press $ 1,900
disc cutters $ 300
raising equipment $ 500
2 large vices $ 800
3 flex shafts $ 600
bench shear $ 400
shelving and cabinets $ 3,800
Exhaust fan $ 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

Separate Title Page with:

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

Descriptive, Comparative, and Interpretive Analysis of Style and Content

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 4 Excellent
3 Good
2 Average
1 Poor
0 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

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