2017-18 Unit Plan
Radio/TV/Film

Mission Statement

The mission of the RTVF program is to train students to find employment in the many varied fields of media communication. To accomplish this goal, we emphasize hands-on training in audio and video production to prepare students for entry-level positions in the commercial and corporate media industry.

Program Description

The program consists of GE transfer courses and hands-on audio/video production lab classes. Both are designed for students either transferring to a four year degree program and those seeking immediate employment upon completing their training at Butte College.

There are currently no full-time instructors and only three associate faculty teaching on campus and at the Chico Center teaching day, evening and online. The full time instructor retired at the end of the Spring 2015 semester, and sadly passed away in 2017. With the loss of this FT instructor and his associate teaching, the program needs to begin recruiting to try and find new associate faculty, and should begin building the program for the future. This will impact future scheduling of RTVF courses since the full-time position was not replaced and we lost an extremely qualified associate with his passing.

The program offers three Internet classes which satisfy transfer GE requirements in the Humanities, Social Science and Literature, Philosophy and Foreign Language to those students unable to participate in a traditional classroom setting.

Class size ranges from 20 in our production classes RTVF 30, 50 and 55 because of limited computer availability to 35 in the traditional and internet sections of the transfer GE lecture classes RTVF/SOC 12, RTVF 13 and RTVF 15.

2012-2013
AS Radio-TV Film 3
AS Radio-TV-Film: Agriculture Communications 1
AS Radio-TV-Film: Media Sales and Management 1
AS Radio-TV-Film: Video Production 4
CC Single Camera Video Production 4

2013-2014
AA Radio-TV Film 1
AS Radio-TV-Film: Video Production 2
CA Radio-TV-Film: Video Production 3
CC Single Camera Video Production 14

2014-2015 (haven’t accounted for those earning an award this spring)
AS Radio-TV-Film: Media Sales and Management 1
AS Radio-TV-Film: Video Production 2
CC Single Camera Video Production 1

The degree pattern reflects a shift in student interest in RTVF courses. While the number of AA/AS degrees has declined, the number of Certificates of Completion have risen dramatically. Based on student feedback and behavior, it seems the RTVF classes are now being taken more often as support classes for other digital arts major such as Recording Arts, Multi-Media and Photography than as classes towards a RTVF degree.

During the Fall 2012 semester, the RTVF program underwent a complete review of all course outlines and AS offerings and requirements. Based on input from local employers such as KHSL-TV and KPAY-AM, all RTVF course outlines were re-written to reflect changing industry demands for entry level employees.

The course outlines were also re-written to insure that SLOs accurately reflected the course objectives and mirrored the Program Learning Outcomes (PLO) for the RTVF program. Currently there are preliminary plans at the state level to develop a transferrable AA-T degree in Broadcasting. Once the details are available, we will begin discussions as to how we should respond and if there are resources available to meet the state designed course standards. and if there are resources available to meet the state designed course standards.

After lengthy discussions among the full and associate faculty in the program, it was decided to consolidate the various AS degree program options and only offer an AS degree in Video Production. The program also developed a Certificate of Completion in Single Camera Video Production for students finishing three specific audio-video classes (RTVF 30, RTVF 40 and MSP 10.

The response has been very enthusiastic with 10 students being awarded the certificate in the first year of its being available. We assume that that number will increase dramatically over the next few semesters as more students complete the required courses.

Butte College is the only college/university in Northern California to offer students training in the set-up and operation of a TV studio for music production. As a result of that unique learning experience, many students from the RTVF program have found great success in a variety of local and national employment venues from KHSL-TV to ESPN TV.

Students completing RTVF certificates and courses who actively seek entry employment in radio-TV after leaving Butte College have been well received by local broadcast outlets such as KPAY, KHSL, KCVU and Results Radio. KHSL-TV hired three RTVF majors this year because of the excellent work they did during their internships. And KCVU (CH. 30) hired one of our students as a production assistant.

Student Learning/Administrative Unit Outcomes

During the past semester, RTVF faculty have been meeting to discuss the growth and sustainability of the RTVF program, and what we need to do. During Instutite week, we met and discussed the needs of the program and students, and we are working on developing several new courses that will help prepare students to be better prepared when entering the Radio and TV Broadcast industry workforce. We are also looking at our SLOs and making sure they are current and reflect what needs to be taught to students in the specific courses.

Standards/Goals for Student Achievement (OSLED Departments)

Indicator	Source	College			Program
Indicator	Source	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			354	359	311	320	192
Course Success
- Overall	PDR	70.6%	70.0%	73.0%
- Transfer/GE	PDR	71.7%		73.0%	76.8%	72.1%	65.4%	60.6%	75.8%	60.0%	75.0%
- CTE	PDR	75.3%		77.0%
- 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%	19.4%	15.4%	17.3%	18.6%	21.5%	15.0%	20.0%
	PDR	(Three-Term) Scorecard	(Three-Term) Scorecard	(Three-Term) Scorecard
Degrees - annual	PDR	1,421		1,475	2	9	3	6	5	3	10
Certificate of Achievement (CA) - annual	PDR	814		475			3		3	2	10
Local Certificate (CC) - annual	PDR	518			10	4	14	6	2	1	12
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: Suggested standards and six-year goals have been placed on the template. These are based on program performance over the past five years. Validate these and change them if necessary. At 75.8% the success rate for RTVF is at the second highest of its five-year range (60.5% - 76.8%). What can be done to improve success rates in this program? Five students earned an AS in 2015-2016, this is at the second-high end the five-year range (2-7). Two students earned a Local Certificate (CC) – which is at the low end of the five-year range (2-10). Three students also earned the CA. Approximately 34 students have chosen an AS in RTVF as their academic program while another 12 or so have chosen the RTVF CA program. Students have two options for choosing a program. Contact information for these students may be found in the Reports Server at the Institutional Research, Program Review, Students in an Academic Program tab. Suggest outreach to these students and dialogue about continuing to increase the number of degrees in this discipline. At 21.5% the Focused Persistence for RTVF is at the high end of its five-year range (15.4% - 21.5%). Getting more students to focus on the degree and certificate program will maintain and, even increase, Focused Persistence as more students taking subsequent courses in this discipline, and, possibly decrease enrollments which, for Fall 2015, were at 192 which is at the low end of the five-year range (192-384).

Standards/Goals for Student Achievement (All Other Departments)

The department is working to build a better schedule, add additional courses, and prepare students for graduating and transfer, as well as preparing them to enter the workforce.

Strategic Direction

The RTVF program trains and prepares students for broadcast and radio skills that can be utilized to obtain employment in the local and regional workforce. Students obtain internships regularly, and the program works directly with outside clients and agencies to offer real-world experiences and learning for the students.

Program Review

The Digital Art and Design Program Review written in April 2014 included a review of the RTVF Program (a component of “DA&D”). The Validation Team’s recommendations relevant to Radio/TV/Film have been addressed, as follows. One of the challenges faced by the RTVF Program is that the program has had one full-time faculty member (who had reassigned time to serve as Digital Art and Design Chair) and, as of Fall 2015 has no full-time faculty.

We have effectively addressed these recommendations:

Develop additional courses and degrees/certificates intentionally and strategically to offer students the opportunities to meet industry standards for skills and knowledge. Develop additional classes to support all programs, including to support the new AA-T in Broadcast. Develop additional online courses. Explore the possibility of offering History of Design or History of Photography course for associate degree students and to support fulfillment of GE requirements for all students. Prior to his retirement, the RTVF full-time faculty member (and Digital Art and Design Department Chair) completed all curriculum enhancement/development necessary for submission of the AA-T in Broadcasting to the Chancellor’s Office. As of Summer 2016, approval of the application has been delayed due to a lack of C-ID reviewers. Given industry input and available departmental resources, additional hands-on RTVF courses may be developed as soon as 2016-2017.

The need for updated equipment and supplies for both MSP and RTVF is evident. The team encourages the Chair and Full Time Faculty be aware of institutional timelines related to Perkins funding or other revenue sources (e.g., grants). It appears funding opportunities have recently been missed. In the past couple of years, due to instructional equipment funds from the state and funds available from the Career Pathways grant, the RTVF program acquired much-needed equipment.

Review pages and course descriptions for accuracy, currency and clarity. Ensure that course titles and descriptions reflect the course content in line with the various certificates and degrees. In addition, ensure that information pertaining to certificates, Certificates of Achievement and Degrees will be understood by students and prospective students. Catalog revisions were made to increase readability. Use of RTVF Program matrices will be piloted in Fall 2016 RTVF classes. Similar tools are used in other disciplines, such as Business Education.

There remain opportunities for further growth relative to the following recommendations:

Promote all DA&D programs, including via departmental/program Web page(s) and promotional materials and brochures created in-house. Inform students about the impact of program certificates on students’ career prospects and employability. Create advising materials to facilitate students' awareness of certificates/degrees, course availability/sequencing and the processes used to obtain degrees/certificates they have earned. During Summer 2016, program matrices showing certificate and degree options and relevant courses are being devised. Also, posters will be created and hung in the Art Building for each of Butte’s Arts and Digital Art and Design AA-T programs (including Broadcasting, once/if it is approved).

Increase efforts to maximize students’ completion of certificates and/or degrees. Assess transcripts of students who have completed DA&D degrees to determine which have completed certificate requirements. This should be done retroactively and on an ongoing basis. Department secretarial staff have used Butte’s report server to assess students’ progress towards certificates/degrees. More focused, regularly-scheduled efforts in this regard are planned – as well as communication with students as to their status.

Hire two new full-time faculty, one for the Photography Program, to provide leadership and expertise and replace a valued full-time faculty member who retired several years ago. The other full-time faculty member should be for the area(s) of greatest need as determined by the department, bringing current (and diverse) industry skills and connections. Reinstate the Art/Digital Art and Design Department secretary and DA&D lab tech to 12 months. Investigate the use of student interns to assist students and faculty in DA&D labs. While the department secretary was reinstated to 12 months, the lab tech remains a 10 month position and the RTVF faculty retiree was not replaced. Classes are effectively staffed with existing part-time faculty; however, the RTVF Program lacks a discipline-specific champion.

Focus on expanding and enhancing SLO-related efforts. Clarify the 6-year plan for all programs within the department. Within each program (and, for the department as a whole), conduct regular, substantive meetings focused on discussing SLO assessments and making curricular enhancements. Document findings to provide evidence of process, results and future directions. All RTVF course syllabi include up-to-date SLOs; however, SLO-related efforts are an area for increased focus, especially given the absence of the former RTVF SLO champion and report-writer. Reports that were written were informative. Many of the comments made by faculty accompanying their Spring 2016 grades were insightful. The new Digital Art and Design Department Chair will be taking a leadership role to ensure that the RTVF faculty stay on track in conducting their “deep dive” analyses and that their brief SLO comments entered along with grades are substantive.

The Validation Team recommends that the DA&D Department enhance its recruitment and outreach. Strengthen relationships with area high schools and charter schools, including via articulation (for programs in addition to the RTVF program). Recruit high school students, especially female and minority students, by sending letters to high school teachers and inviting students and teachers to visit campus. Some outreach has been conducted by the Digital Art and Design department chair and a full-time faculty member who teaching Recording Arts. These efforts have been aligned with our Career Pathways grant. Additional RTVF-specific outreach would be beneficial.

Collaborate both within the department and with faculty in other areas, particularly those in the Business Department. Consider requiring that students complete Business courses as part of their certificates/degrees, such as Small Business Management (which may be offered in modules), Business on the Web and/or Advertising. Such courses could assist students in developing entrepreneurial skills and enhance their future career success. They could also help students learn about how to build brand awareness and strong relationships with clients. One of the existing associate faculty members collaborates with colleagues throughout the college as a facilitator of Butte’s Instructional Skills Workshop (ISW). There have been discussions with Communication Studies about possibly having a full-time faculty member teach an overload RTVF Mass Communication class (which is part of the CMST AA-T degree). Additional collaboration would be beneficial, but is hampered by a lack of full-time faculty.

The Validation Team recommends that course sequencing be clearly stated, including prerequisites. The team supports the DA&D Department’s request to the district that course prerequisites be enforced via computerized registration. Butte College is moving in the direction of technological enforcement of course prerequisites.

The team recommends planning for the possibility of expanding team teaching within the department. We believe students will reap the benefit from the increased collaboration involved. We also recommend exploring the possibility of Learning Communities (for example, a Photo class with an MSP class). This has not been pursued.

Department Goals

Add new courses such as an Interview class, and intermediate broadcast design course where students will have more access and time to learn the technical equipment that helps them obtain employment when they are proficient.

Begin looking for and recruiting new faculty to help build the RTVF program now that we no longer have the retired FT/Associate faculty who was teaching in the department.

Future Development Strategies

Strategy 1 - High School Outreach

The RTVF program will strive to increase the awareness of local high school students about the curriculum by establishing and maintaining contact with the local media, journalism, and English teachers; inviting local high school classes to tour our facilities; visiting the local high schools to encourage graduates to attend Butte College and develop course articulation agreements to save students time and money. In addition, RTVF will be represented at career fairs that are offered by the high shcools and Butte College recruiting.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success

Supporting Rationale

Students often express interest in media during their high school years and, thanks to technological developments, often have many semesters of experience working with media software and hardware that is often equal to or better than what we have to offer at Butte College. It is imperative that we keep in close contact with our high school counterparts to avoid duplication while building on skills students have already mastered.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 2 - Employment Scan/Assessment

Identify and evaluate changing trends in the RTVF industry including all sub-specialties: Use information submitted by local media businesses; instructional staff and data supplied by the college on job market needs.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement

Supporting Rationale

Since media is rapidly changing it is essential that we understand the current trends and practices in the media industry so that our instruction reflects contemporary realities

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 3 - Curriculum Development and Program Enhancement

Add a cross-listed course (RTVF and Journalism) in Video News Production to train RTVF and Journalism students to use audio/video hardware/software to plan, prepare and distribute audio/video and multi-media coverage of news events via the internet. Consider increasing the number of digital video course offerings, making use of Butte's video production lab.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success

Supporting Rationale

Today’s reporters must have experience in both print and broadcasting to meet the demands of internet distribution whether they work for a newspaper, magazine, radio or TV station. This class will be coordinated with JOUR 2 (Newswriting) and JOUR 6 (Newspaper Production) to give Butte College students a unique journalistic experience preparing them for the realities of work in today’s news media industries. This course will be a hybrid using Blackboard as a platform to give students internet experience; an outlet for their work; and opportunities for collaborative learning that extend beyond the classroom.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 4 - Student Advising

Enhance student advising efforts throughout the year. Faculty will begin enhancing their direct contact with students in the program in order to create one-on-one advising for them. During specific times of the year, faculty will set up tables in the lower part of the Arts building to answer students' questions and make the faculty more approachable to students.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

This sort of contact with faculty outside of class will enhance students' feelings of connection to the RVF Program and allow them to get answers to their questions, provided by discipline experts. Also, given the nature of their questions, faculty will have a sense of students' concerns and confusion. This awareness will inform faculty's ongoing efforts in instruction and advisement.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 5 - SLOs

Enhance SLO assessment/reporting, both in "deep dive" efforts and to support grade input comments. Full-time and associate faculty will begin meeting several times throughout the semesters to create a collective and inclusive dialogue between the various disciplines. "Best practices" will be shared by the department chair.

Supporting Rationale

This will allow faculty to develop better SLO assessments and will help in reporting efforts and subsequent enhancement of student learning, as well.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 6 - Develop Faculty Resources and Enhance Collaboration

Submit request for a full-time faculty member in RTVF -- and partner with other departments/programs to develop curriculum, enhance learning opportunities, build awareness of Butte's programs and staff classes. Select CMST faculty members might teach Mass Media (especially if additional sections of RTVF are offered).

Faculty from all Digital Art & Design programs (including RTVF) will collaborate on projects that promote the various programs and show students and community members how each of the programs is interconnected with the others through design and creative processes. By offering music festivals, community-based performances such as was held at the Arts Building Showcase in the Chico Mall, and smaller promotional projects such as the Thursday Farmer's Markets locally, the Music, Graphic Design, Multimedia and RTVF students can develop materials for promotion, such as shirts, posters, flyers, banners, and other creative projects.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

RTVF needs a full-time faculty champion to teach classes, develop curriculum, advise students, coordinate/conduct SLO analysis, and build relationships with industry partners. Also, finding ways to benefit from talented faculty from other programs/disciplines is a viable way to enhance RTVF.

Collaborative efforts will build cameraderie among colleagues, connection between programs and a greater awareness of our programs among the community and prospective students.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Requested Non-Financial Resources

None

Current Financial Resources

Perkins and Student Equity funding may be a possibility.

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	RTVF	Personnel			$0.00	$109,877.00
Full time Instructor	The one full time instructor is in May 2015. It is imperative that the position be replaced to guarantee oversight and consistency in the RTVF courses and program				Maintaining core programs and services
2	RTVF	Personnel			$0.00	$4,500.00
Digital Arts Lab Tech	It is impossible for our current lab tech to fulfill all his job duties and program obligations in a 10 month contract which is not enough time to oversee/maintain the digital labs, order/repair photographic equipment, meet OSHA regulations for safe chemical handling, provide audio support for theatre productions, supervise photo dark room equipment and supplies. The position should be increased to 12 months				Maintaining core programs and services
3	RTVF	Equipment			$7,500.00	$0.00
*Multi-track audio recorder to enhance production abilities available with multi-track audio	A Multi-track Audio Recorder will allow the program to enhance production abilities available with multi-track audio		Career and Technical Education - Perkins Instructional Equipment		Maintaining core programs and services