The Butte College Ceramics Program offers a solid foundation in the technical as well as aesthetics aspects of clay construction. Although ceramics as a creative art medium is emphasized, students also study the interrelationship between industry, business and ceramics. Our staff strives to offer a well-rounded art education including instruction in the skills needed to develop a working portfolio for employment and higher education purposes.
The ceramics program has recently undergone major curricular revisions to align with the new C-ID Descriptors and to eliminate course repeatability. Beginning in Fall, 2013, we have been offering four courses: ART 50, 52, and 56, Beginning, Intermediate, and Advanced Ceramics, and ART 54, which focuses on low-fire glazes and surface treatments. Beginning classes introduce and develop fundamental skills, while Intermediate, Advanced, and Low-Fire classes offer students the opportunity to develop techniques and a body of work that will prepare them for transfer and upper-division work and/or employment as artists. Students can earn a Certificate of Achievement and/or an A.A. degree in Ceramics. Classes are offered in a spacious classroom (ARTS 140) and Glaze Room, which includes an outdoor state-of–the-art laboratory. The Arts Department Chair, three Associate faculty members, and a lab technician are responsible for the operation of the area.
In our last Unit Plan, we identified the following Goal:
We’d like to improve the ventilation above and along the glaze-making area of the the glaze room, ARTS144. This would improve the safety of students and faculty/staff by more effectively preventing inhalation of fine particulate ceramic materials. This would also greatly enhance the work space and improve student learning by creating a more efficient layout to accommodate more students working simultaneously while maintaining respiratory safety. Problems with existing work space: As it is now, we have a single “Smoke-Buster” filtration unit that works, but is less than adequate. It does not evacuate particles from the room, but rather filters and recirculates the air into the room. It is only effective when working in close proximity to it, however, this work needs to be occurring all along the countertop of the east side of the room. It also uses a large amount of valuable counter space.
In collaboration with a Team of Facilities Professionals, Lab Assistant, Scott Bryson, and Department Chair, Dave Cooper, this project was funded, created, and installed during Fall semester 2017. The result is a big win for students, staff and faculty who use the Glaze Room facilities. The new exhaust hood is highly effective in removing dust, generated while mixing powdered ingredients for glazes, from the environment. This results in a safer, cleaner lab.
Under the guidance of Department Chair, David Cooper, the three Associate faculty who teach in this area, Lynn Facchini, Margie Allen, Cathy Hudin, and Mike Murphy have done a great job, without compensation, in collaborating to improve student learned in the Ceramics classes for which they are responsible. Here is an example of an action plan from a previous SLO "deep-dive" report:
1. Expose students to great examples of professional artists who succeed using the various clay-building techniques we teach. This will be done with enhanced digital media presentations, providing guidance to online sources such as artists' websites, blogs, publications, and providing information about great museums and/or gallery openings, etc.
2. Implement EARLY emphasis on the importance of practicing skills outside of class time to succeed, especially through use of open lab hours.
3. Delineate more clearly the time sequencing required to assure timely completion of projects
More recently, several interesting observations have been noted in the Brief Reflections:
ART 50, Beginning Ceramics: This class worked at a very high level, all students completed all five assignments and all but two people completely finished every piece through the glaze process. This was a weak point in past semesters. I gave it much greater attention and it seems to have worked. Many students had very high attendance, and this lead to improved projects.
ART 50, Beginning Ceramics: The majority of students in Art 50 accomplished the learning objectives of the course. They were able to recognize and employ design elements and principles in the creation of art works. They were able to analyze design concepts and conceptual ideas when critiquing fellow students work and when writing about 20th century artists work. They were able to produce artworks by translating ideas into material form and they were able to construct artworks in a the ceramic media. clay, etc. The students who were not able to accomplish these learning objectives were those who missed demonstrations, lectures, and lab time. I am pleased with the results of student learning for this class.
ART 50, Beginning Ceramics: The most challenging SLO teaching ceramics is #3 involving student utilization of a variety of intended surface techniques. The finished surface of a clay piece is so crucial to its success and beginning students make erratic and unintentional choices because of the vast array of possibilities available. I want to have a project that gives a more limited choice, that guarantees selectivity but also offers a wide range for creative expression.
My own comment: These Brief Reflections could be improved by quantifying the results of the various assessments done during the semester. Here are some examples of this from Fall 2017
ART 52, Intermediate Ceramics: In this Art 52 class, there was a pronounced difference between the top performing students and the rest of the students. Out of 14 students total, 5 (35%) earned an A grade. As our projects in both classes are closely aligned to the course SLOs, these students demonstrated a high degree of achievement of all those objectives. On the other hand, there were 4 students who simply stopped attending after the conclusion of the 8th week, and each of these students got an FW. Students earning B grades achieved proficiency in most of the SLOs; students earning C grades achieved some proficiency; and the student earning F grade failed to turn in some projects and put very little effort forth.
ART 56, Advanced Ceramics: In this combined Art 56 class, students enjoyed a high degree of success in attaining proficiency in the SLOs. Out of 8 students total, 6 (75%) earned an A grade. As our projects in both classes are closely aligned to the course SLOs, these students demonstrated a high degree of achievement of all those objectives. On the other hand, there were 1 student who simply stopped attending after the conclusion of the 8th week, resulting in an FW. The one student earning a B grade achieved proficiency in most of the SLOs.
Plan to work with the instructors to insure that this gets some attention..
| 2012FA | 84.35% | |
| 2013FA | 75.71% | |
| 2014FA | 82.54% | |
| 2015FA | 79.17% | |
| 2016FA | 74.39% | |
Despite the apparent drop in rates of student success in our Ceramics classes since 2012, we are still at levels comparable to our campus-wide 6-year goals. And we continuously strive to maximize student success through clearly communicating our expectations and objectives (SLOs), demonstrating each skill-set multiple times, and working one-on-one to facilitate individual progress.
Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer.*
In all of our Ceramics classes, we endeavor to inculcate skills and techniques that prepare our students to be successful as professional artists in the medium of clay, and to succeed as transfer students. We offer an AA Degree in Ceramics, and our Catalog communicates appropriate coursework. More could be done to recommend course sequencing.
Providing effective communication (e.g. website, social media, marketing materials, messaging, and wifi access) that support student success and completion.*
We faciltate student success in Ceramics classes by using CANVAS to communicate course expectations, augment classroom learning, provide feedback and grades for student projects.
Practicing strategic enrollment management that integrates financial planning with student need and achievement. *
We teach our Ceramics courses almost exclusively with Associate faculty. The classes tend to have good fill-rates, and are 6-hours per week of lecture/lab, so they generate high FTES efficiently.
Therre were no recommendations made in our Program Review Validation Report that specifically focused on Ceramics. However, the following commendations were offered in support of successes achieved by the Ceramics area:
The Validation Team commends the Art Department on maintaining a high level of quality instruction. Full-time and associate faculty and department staff engage in professional development. They obviously work hard and strive toward making Arts-related subject matter interesting, relevant, and accessible to our students.
Since the retirement of Idie Adams over 5 years ago, this area has been largely managed by Associate Faculty and Scott Bryson, lab tech., with oversight of Department Chair David Cooper. Lynn Facchini, Margie Allen, Cathy Hudin, and Scott are to be commended for carrying an inordinate load in keeping this highly successful program going strong.
The Validation Team commends the department on its efforts to enhance learning opportunities for students, including making strategic decisions relating to “piggybacked” classes and “split” classes in Ceramics. The program is inclusive and attracts and serves a diverse student population, including older and disabled students. Students’ safety is protected, efforts are made on an ongoing basis to increase consistency in students’ experience in multiple sections of courses, and students experience high persistence and success rates.
- Build enrollment in Intermediate and Advanced Ceramics classes.
- Improve student attainment of course and Program Student Learning Outcomes.
- Increase the numbers of Degrees and Certificates earned by students.
- Maintain a healthy work environment in the Ceramics Labs.
- Prepare students for careers in Ceramics.
Strategy 1 - Increase AA-Degree Completion
From previous Unit Plan: Work within the State Transfer Model Curriculum frameworks to develop and offer an AA-T degree program in Studio Art with an emphasis in Ceramics. Mentor students to increase their awareness of these majors to encourage them to think of graduation as a meaningful goal.
Update: We developed and received approval for an AA-T Degree in Studio Art. It became available to students as-of the start of the last academic year. Because State approval was too late in being granted for the degree to be listed in the catalog, a supplement was produced by Heather Rau, and is currently in use by counselors advising students. Within the Art Department we have been disseminating this information and encourage students to work towards achieving this degree.
Ongoing...
Students who complete an AA-T degree in Studio Art are more likely to successfully transfer to a 4-year institution, where the completion of Upper division and/or Graduate study will enhance their position when seeking employment.
Strategy 2 - Portfolio Development
Better prepare students to market their creative products.
If we develop our curricula further in the areas of photo-documention of artwork and organizing a portfolio for presentation through traditional venues and the digital marketplace, we will enhance our students ability to capitalize financially on their work.
Ongoing...
Strategy 3 - Improve Lab Support
Work to ensure that all support tasks needed in Ceramics are able to be accomplished within the assigned hours of the Laboratory Technician.
The position of Laboratory Technician Scott Bryson was reduced from 11-month to 10-month with no reduction in workload. Consequently, he is unable to perform all the tasks that he is responsible for. This request has not yet been granted. We ask that it be reconsidered.
Strategy 4 - Maximize Student Success
Work to ensure that all equipment and supplies are sufficient to maximize student success.
Student success should never be impeded by lack of fully functional equipment and adequate supplies to complete required projects.
None.
None.
| 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 | Ceramics | Personnel | 11-000-512-1-100230 | 52210 | $0.00 | $4,500.00 |
| Year-Round Lab Tech Support | All, Restore reduced Laboratory Technician position of Scott Bryson to eleven months per year (Current Salary out of Ceramics, 22,392.48 per year for 10 months) With the proximate retirement of Scott Bryson (end of Spring Semester, 2018), the restoration of these hours becomes more critical. Here's Scott Bryson's explanation: "I was experienced enough to “make the most” of the situation and triage certain duties in order to have my lack of presence over the summer have the least possible impact on our program. However, when a new tech comes in, I think that extra month will be critical to their ability to catch up on deep cleaning, reorganizing, repairing equipment, calculating budget needs, doing administrative data work such as updating MSDS as requested by FPM, critical trainings (like forklift, cpr, safe lifting, materials labeling regulations, ADA requirements), etc. – all of which will be difficult if not impossible for a less experienced tech to accomplish during the school year along with all the other day-to-day duties and expectations." |
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