Mission Statement

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

Program Description

Courses in Printmaking are in great demand.  We currently have one full class of 18-25 students in Art 23 Introduction to Printmaking in the Fall semester.  Art 23 is a transfer course to CSU and UC.  In the Spring we have two full classes, Art 22 Screen Printing and Art 23.  Courses are taught by a part-time faculty member and supported by a part-time lab technician. 
 
In conjunction with the Sculpture/Fiber Arts program, the Printmaking program maintains an Advisory Board whose longtime community members include successful, internationally known business people such as David Hopper(Orient & Flume, Paradise Pictures) Sandy Fisher (Sandy Fisher Woven), and Majbritte Mobrand (Glimakra Weaving Studio), and successful entrepreneurs such as Mick and Aaron Needham (Needham Glass Studio), CSU, Chico Art Department Chair, Robert Herhusky, and Sculptor Dave Barda.  The Advisory Board meets together once a year to offer guidance on program direction and art-business curriculum.

Courses in Printmaking are offered in a large printmaking studio (ARTS 148), which houses state-of-the-art printmaking and darkroom equipment.  The program also utilizes an outdoor lab space equipped with state-of-the-art screen printing equipment for the creation of student projects.

Courses in the Printmaking program challenge beginning level students’ creative problem-solving skills, allow students to acquire printmaking techniques, such as the transfer of photographic images into prints, and apply their knowledge of design elements and principles in their work.  In addition, there is a strong program focus on practical application of printmaking skills through the creation of utilitarian objects such as t-shirts, cards, calendars, and book making.  

Student Learning/Administrative Unit Outcomes

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




Assessment
 


Strategy


Prioritization Criteria


Strategic Direction Priorities




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


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


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


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
 




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


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


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


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
 




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


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


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


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
 




Discussion on PLO D:  Safety is always a major concern.   We discussed the need for better ventilation for the laser cutter and the need for a larger sink in Printmaking.  We discussed cleaning without water use in the outside spaces.  We each explained how we talk about safety and sustainability with students.  Again, we acknowledged that expertise with materials and techniques requires repeated experience- something our students don’t have.  More access to classes and lab equipment would improve students’ expertise with media. 
 


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


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


Reaching the Sustainable Continuous Quality Improvement level on the implementation of SLOs
 
Evaluating standards/goals for course success, retention, degree achievement, certificate completion, transfer and credentialing annually
 
 
 




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

Standards/Goals for Student Achievement (OSLED Departments)

Indicator	Source	College			Program
		2014-2015	Standard	Six Year Goal	Fall 2011	Fall 2012	Fall 2013	Fall 2014	Fall 2015	Standard	Six Year Goal
Access
-          Unduplicated Headcount	PDR	12,691			26	15	19	21	19
Course Success
-          Overall	PDR	70.6%	70.0%	73.0%
-          Transfer/GE	PDR	71.7%		73.0%
-          CTE	PDR	75.3%		77.0%	81.5%	73.3%	84.2%	81.0%	78.9%	80.0%	90.0%
-          Basic Skills	PDR	51.7%		55.0%
-          Distance Ed (all)	PDR	62.6%		64.0%
Persistence (Focused).  Note:  The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the State Student Success Scorecard that is used to measure institutional persistence.  The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR	71.8%	67.0%	75.0%	9.5%	0.0%	0.0%	5.6%	37.5%	45.0%	60.0%
		(Three-Term) Scorecard	(Three-Term) Scorecard	(Three-Term) Scorecard
Degrees - annual	PDR	1,421		1,475	-	-	-	-	-	-	-
Certificate of Achievement (CA) - annual	PDR	814		475	-	-	-	-	-	-	-
Local Certificate (CC) - annual	PDR	518			-	-	-	-	-	-	-
Developmental Strand Completion
-          English	State	43.7%		45.0%
-          Math	State	33.8%		35.0%
-          ESL	State	42.9%		45.0%
Licensure Pass Rates
-          Registered Nursing	SC
-          Licensed Vocational Nursing	SC
-          Respiratory Therapy	SC
-          Paramedic	SC
-          Cosmetology	SC
-          Welding	SC
Job Placement Rates	PIV

   Suggestions for dialogue: 1.  Student achievement standards in the Printmaking Program can only be measured by course, because at this time we do not offer a Certificate or Degree. 2.  Student success rates are high because faculty morale is high. We are excited about the new Art Career Certificate we are developing.  Faculty morale is also high because we have expanded the materials /techniques we teach to included Glass and additional Fiber Arts like felting and papermaking.  Students have embraced these new media with enthusiasm, and are motivated to learn. Most important, success rates are high because the faculty members who teach these courses have focused on offering the appropriate mix of high-tech and high-touch.  The lab environment and the long 3 hour class time twice a week allows faculty time to mentor each student.  Attention is paid to students’ individual needs, the progress they are making toward the learning outcomes. The repeat policy has made this worse since time-into-materials is critical for success in the arts (see Malcolm Gladwell).  We have been told we have to write new, unique courses, but that the students may only take four courses in a “family”.   While there has been a strict interpretation of “family” at this college, it is clear that other community college art programs have been well support because ”families” has been more loosely interpreted.  3.  ART-D The program is developing an Art Career Certificate.

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

1.  Enhancing a Culture of Completion and Academic Achievement
Connection:  The Printmaking program currently has a plan for recruiting high school students and increasing enrollment in our program by recruiting community members.  We need more support from the college in this area.  We have an on-going internal recruitment plan:  the full-time faculty member recruits from the GE Art classes, such as Art Appreciation and Art History.  As already mentioned we offer a mix of high-tech and high-touch which produces a success rate of 80%.  During class faculty advise students on potential careers in the arts and suggest art schools and university art programs that would meet students’ individual needs.  Many of our faculty teach or have taught at Chico State making them ambassadors and transfer partners to our closest Art program.
Entry and Progress:  Printmaking faculty answer students’ questions about art program pathways and college services all the time.  Faculty take time to discuss the optimum order in which art courses should be taken, which art courses will transfer to university, which additional courses could benefit and prepare students for university, and which GE courses best support what students are learning in art.  Faculty also talk with students about the difference between a BA and a BFA degree in art, how best to apply for the BFA program, and what the advantages are of earning an MFA over and MA in art.  If students are not interested in teaching, curating, arts administration, or other professional careers, but would rather manufacture and market their art, faculty mentor students about what is required.  Presently this kind of help often takes the form of Work Experience where student and faculty member write specific objectives with the goal of launching a successful Art business.  Because there is so much student demand for this kind of knowledge, the program is developing an Art Career Certificate to address the demand for art-entrepreneur.  In addition, art projects are focused on solving problems in the creative process, and during critiques students analyze the work of others.
Completion:  Printmaking program courses are part of the regular and AA-T transfer degrees.  Beyond transfer degree completion the program encourages completion by supporting students to submit their artwork to exhibitions held in and outside the college.  Our program focuses on quality construction and presentation of student artwork.  We have spent the past several years developing an Art Career Degree/Certificate, which will provide students with the necessary skills to be a successful art-entrepreneur.
Strategic Scheduling:  Faculty members in the program are always looking for ways to expand course offerings to new markets.  We feel the Baby Boomers are one such market niche.  We are considering moving some equipment to the Chico Center art room and offering printmaking courses in that venue to increase enrollment.  We try to offer sections at times when students are interested in taking class – usually 11:00am and 5:00pm.  We have offered late-starting sections to meet students’ needs and we also occasionally offer a night class.  Not having bus service at night has interfered with the success of night art classes. 
Technology:   Faculty members are well-versed in traditional printmaking and digital printmaking techniques and where possible combine both in course content.
Workforce and Community Development:  We have an Advisory Board that guides our decision-making toward student success.  Our Advisory Board fully supports the Art Career Degree/Certificate and the development of  intermediate and advanced printmaking courses as a way for students to hone their printmaking skills and produce a superior product.  We are focused on the development of art-entrepreneurs, not workers for employers.  We are focused on helping students market their work through Internet and social media.
2.  Supporting Student, Faculty, and Staff Success
Student Engagement:  It is critically important to the Printmaking program that we create and maintain meaningful relationships with our students.  Our success rate bears this out.  We encourage students to participate in Arts functions and activities.  We use Canvas and email to communicate with students.
Employee Development:  The fulltime faculty member, Alexandra Meier, supports the part-time faculty and technician to apply for Travel & Conference funds and attend conferences and workshops in arts and in education, in order to enhance their skills and remain current in their fields.  Meier attends 1-4 art workshops in Glass, Wood, Metal and Fiber Arts each year to maintain currency and learn new skills.  She attends the Stanford Human Rights Education Institute  (SHREI) Symposium annually.  She is a member of The Arts in Society.  In 2014 Meier and Dr. Ken Meier presented a paper at The Arts in Society conference in Rome on the Sustainable Art and Architecture Exhibition held in the Butte College Art Gallery/ARTS building in 2010.  This year Meier will attend the National Art Education Association Convention in order to collaborate with Primary, Secondary, College and University teachers and discover the latest in the fields of art and art education. 
Wellness:  Aesthetics is our business.  We know how the aesthetics of a room or a building can support or adversely affect motivation and achievement.  We display student work on walls and in cases, provide works of art for display, and maintain the cleanliness of our spaces.  We also have conversations with students about their physical and emotional health when they bring it up, and take them to the health center or appropriate college service when needed.  We place high value on safety.
Collaboration and Decision-Making:  The Printmaking program meets with Sculpture and Fiber Arts faculty members three to four times a semester to discuss program and students’ learning outcomes and assessment, budget, safety, staff development, classroom and equipment issues, and program direction and progress. The part time faculty members are not paid for these meetings yet we rely heavily on their input.  I reward them with a meal, certainly much less than they deserve.
3.  Using Data-Informed Processes for Continuous Improvement
Training faculty and staff and using data for continuous improvement by:  At our monthly meetings we discuss how we can improve our program and insure that it meets accreditation standards.  We utilize data from Data Mart, LMI, and many other Arts data resources, such as Americans for the Arts website, to support our course and program decisions.
4.  Maximizing Resources to Support Student Learning
Strategic enrollment management that integrates financial planning with student need and achievement:  faculty members in the program have continually made suggestions at Budget Forums and in meetings with VP and Dean about ways to successfully manage enrollment.  There is a large student-group in the community that has been ignored ever since the budget crisis, particularly in the Arts areas.  The community continues to pay for the Bonds that allowed the college to build the new buildings, including $28 million for the ARTS building.  Offering courses that meet their needs would be advantageous to the college because of the increase in FTES and would please the community, particularly if and when the college wants the community to pass another Bond.  (Meanwhile, CSU, Chico is capitalizing with their elder-college.)
5.  Modeling Sustainability
Providing educational opportunities in the area of sustainability by:  faculty in the program promote green practices by using only water-based inks and having students use recycled materials in their art projects, and recycling art materials.
Demonstrating environmental stewardship through water conservation by:  faculty and staff use water judiciously, and encourage students to do the same.  Outside lab spaces are not hosed down but swept.
6.  Enhancing a Culture of Inclusiveness
The Printmaking program is acutely aware of the diverse nature of its students.  It serves a much higher percentage of Disabled, Foster Youth, and Economically Disadvantaged students than the college as a whole. 
Disabled students in Printmaking 12.5% compared to the college 3.7%. 
Foster Youth students in Printmaking are 6.3% compared to the college 2.9%.
Economically Disadvantaged students in Printmaking 43.8% compared to the college 36.4%.
In addition, Learning Modalities assessments taken in Printmaking classes show those students are predominantly Visual learners and secondarily Kinesthetic learners rather than Auditory, the mode so often equated with success in college.  Art students learn by seeing and by doing, as opposed to listening and taking notes.   Thus, art students often have difficulty in an educational system that, as Howard Gardner explains, “assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning.”  Gardner continues, “as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."  Of the Multiple Intelligences Gardner describes students who excel in school tend to show strength in Linguistic Intelligence and Logical-Mathematical Intelligence, whereas arts students fall predominately into the Visual-Spatial, Inter- and Intrapersonal Intelligences.  
 
 Art students, and many famous artists, often have “learning disabilities” such as Dyslexia and Scotopic Sensitivity Syndrome.  These challenges can make art students’ achievement in reading, writing, and mathematics courses very difficult.  Often talented arts students quit school because they cannot complete a program of study that requires them to achieve in the courses that follow the narrow confines Gardner describes.  In addition, what is viewed as a “learning disability” by the mainstream educator is called a “learning difference” by art educators and is viewed as an advantage.
Art students often intuitively understand that they have differing abilities and do not fit into the mainstream body of students who are able to achieve in the established and biased educational framework.  These students are often risk-takers in terms of socially constructed norms surrounding personal expression by the time they reach adulthood.  Printmaking is an ideal program for these “misfits” to fit and self-actualize as human beings, as bearers of cultural expression, and as valuable citizens.
The Sculpture/Fiber Arts/ Printmaking faculty view art students as historically underserved because they do not have equity at the college.  Rob Johnstone, PhD. addressed this issue in his 2016 talk on Guided Pathways Approach to Increasing Student Completion & Success, when he questioned “why would we expect students to get excited about college when we force them to do the things that they failed at in high school, and we do it in such a way that doesn’t contextualize it to anything they’re interested in”?   Analytical reasoning, Johnstone suggests, can be contextually based – in other words, we need a Math for Artists course where art students could apply math to the creation of art.  Students’ success rates would climb substantially and there would be a large increase in the number of art students completing AA-T and AA Degrees in Art.
Program faculty members often dialogue about how to better serve its diverse student population.  To address the issue of Student Equity Alexandra Meier participated in the FAIR Classrooms pilot program and returned with a wealth of information for the entire Art, Design, Music, and Theater faculty.

Program Review

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

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

Department Goals

Goals
The goals of the Printmaking program are to:

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

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	Printmaking	Equipment	11-000-512-1-093600	56410	$1,100.00	$0.00
HP Laser Printer	Students need access to digital printers in the classroom for their projects. Currently, the whole class has to go upstairs to the Graphic Design classroom in order to complete their class work. This equipment request addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Supports Previous Program Review Recommendations Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
2	Printmaking	Equipment	11-000-512-1-093600	56410	$55,500.00	$0.00
Budget 2-Compartment Sink, Elkay Foodservice	This is a safety issue. The sink is not big enough for printmaking instruction. Since ARTS 148 was designed as an instructional space for jewelry, and converted to a printmaking space after the ARTS building plans were in place, the small indoor sink was never changed out for the necessary larger 2-compartment sink, and the appropriate drainage filters were not installed. This equipment request addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Resolving health, life, and safety issues
3	Printmaking	Equipment	11-000-512-1-093600	56410	$950.00	$0.00
Rhinotech M10 Filtration System	This is a safety issue. The outdoor wash-out booth needs a safe filtration system so inks don’t leach into the sewer and ground water. This equipment request addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Resolving health, life, and safety issues
4	Printmaking	Equipment	11-000-512-1-093600	56410	$767.00	$0.00
2016 Newest Dell Inspiron i3650 Flagship Desktop PC, Intel Quad-Core i7-6700 Processor, 16GB RAM, 2TB HDD, AMD Radeon HD R9 360, DVD+/-RW, WiFi, HDMI, Windows 7 &10 Professional	This classroom, ARTS 148, was never outfitted with a computer for lectures. Lectures comprise 40% of the instruction in printmaking courses. This equipment is essential to meet the requirement sof a college-level printmaking course, SLO’s for printmaking courses, and PLO’s for the program. At the present time faculty members are using their own equipment to meet this need. This equipment request addresses faculty Assessment discussion on PLO A and PLO D.				Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Maintaining core programs and services Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
5	Printmaking	Equipment	11-000-512-1-093600	56410	$359.00	$0.00
Epson VS240 SVGA 3LCD Projector 3000 Lumens Color Brightness	This classroom, ARTS 148, was never outfitted with a projector for lectures. Lectures comprise 40% of the instruction in printmaking courses. This equipment is essential to meet the requirements of a college-level printmaking course, SLO’s for printmaking courses, and PLO’s for the program. At the present time faculty members are using their own equipment to meet this need. This equipment request addresses faculty Assessment discussion on PLO A and PLO D.				Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Maintaining core programs and services Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
6	Sculpture/Fiber Arts/Printmaking	Personnel	11-000-512-1-100220	52210	$0.00	$5,970.00
12-month Lab Tech Support	Increasing the position of Technician, held by Marc Cardinet, from 10 months to 12 months would add valuable and needed support for the Sculpture, Fiber Arts, Printmaking Program, and also for the Butte College Art Gallery, where Cardinet provides the primary support for installation of the exhibitions. The additional 2 months would allow the Sculpture/Fiber Arts/Printmaking program to obtain materials, tools, and equipment needed for the coming school year in a timely manner, it would insure safety by allowing for the repair of tools and equipment during the summer when it is not in use, it would allow for classroom and lab preparation before students return in the fall, and it would allow for collaboration with program faculty members in preparation for the beginning of classes. Most important, the additional month would allow Cardinet the time to insure the safety of the equipment and hazardous materials used by students. In addition to his duties in Sculpture, Fiber Arts, and Printmaking Marc's position supports studio projects in GE classes Art History and Art Appreciation, such as the transport and firing of 1,100 little clay figures, and assisting Art History students in the construction of their research projects. Finally, since 2012, Marc has seen an increase in his duties to include Datatel in the ordering and tracking of tools, materials, and equipment. Marc’s knowledge and expertise is invaluable when it comes to ordering these things because he understands their uses and is able to use his independent judgment when problems arise. This has benefited the program and expedited the receipt of materials, etc. However, the added responsibility has taken time away from other pressing program demands. The additional 2 months would alleviate this problem. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Resolving health, life, and safety issues Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations
7	Sculpture/Fiber Arts/Printmaking - Printmaking and Fiber Arts	Equipment	11-512-000-1-100220	56410	$1,590.00	$0.00
Thermofax Imager for Printmaking- Panenka A3 Thermafax, 12" width	Textile and Printmaking artists use these machines for creating silk screens in several seconds by running a piece of Riso film through with a photocopied image. The machine would benefit both students in Printmaking and Fiber Arts. Since no toxis chemicals would be necessary in this type of process it would be a sustainable addition to the program, and offer students a state-of-the-art experience. This equipment need addresses faculty Assessment discussion on PLO A and PLO D.				Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
8	Printmaking	Equipment	11-000-51201-093699	56410	$2,069.00	$0.00
Easy Print Pneumatic Screen Mesh Stretching Machine, PSMS-12	Industry standard to produce high quality screens without having to send screens away to be re-screened. It's the same cost as shipping new screens for about 5 years.				Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing