The mission of the Art Academic area is to provide exceptional General Education courses that empower students by strengthening visual literacy, cultural sensitivity, and capacity for empathy. The program supports diversity, equity, and inclusion on campus by giving a cultural education to students and providing many opportunities to practice accommodating multiple perspectives. The Art History courses prepare Art History and Studio Art majors for arts-related careers and/or transfer to a 4-year university for advanced study. All Art History and Art Appreciation courses promote an appreciation for art and cultural heritage to a wide scope of students and potential future supporters of the humanities.
The program offers 16-18 courses and serves approximately 600-800 students a semester. Courses are taught by two full-time faculty and 3-5 associate faculty on the main campus, Chico Center, and Glenn Center. We offer an AA-T Degree in Art History, encompassing curricula in the history of art useful for art majors and for students from other majors who are seeking to fulfill general education and multicultural competency requirements for their degrees and for transfer to 4-year colleges. Our course offerings are as follows: ART 1 Art Appreciation ART 2 Art History Survey I (Prehistoric through Medieval) ART 3 Asian Art History Survey ART 4 Art History Survey II (Renaissance through Modern) ART 5 Survey of Modern Art ART 6 Arts of Africa, Oceania, and the Native Americas In addition, the Art Department offers an AA transfer degree in Art and an AA-T in Studio Arts. The department is currently reviewing its curriculum and programs and has plans for new courses and certificate and degree options that will better prepare Art/Art History students for opportunities in these fields.
Art Academic PLO's:
Upon successful completion of this program the student will be able to
A. Categorize and identify works of art/architecture utilizing visual and contextual analysis and appropriate terminology.
B. Demonstrate college-level writing skills, creativity, critical thinking, and art historical methodologies necessary for employment in the arts.
C. Evaluate works of art/architecture and cultivate personal aesthetics and appreciation of art.
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ART-A PLO's |
Assessment
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Planned Improvement |
Prioritization Criteria |
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A. Categorize and identify works of art/architecture utilizing visual and contextual analysis and appropriate terminology. |
Discussion on PLO A: A concern was raised that we may want to look at the academic rigor of our various teaching methods in Art Appreciation courses in order to ensure that students across the board receive adequate and equal challenge. We want to continue our conversation on student achievement success for the overall area and methods we can employ that maintain a high standard while supporting and meeting the needs of all students. A new fulltime faculty member with strong, diverse art education/art history/art studio background would insure rigor and student achievement.
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1 -Hire a fulltime faculty member 2 - Meet to discuss learning strategies for success and develop goals for closing our equity gaps in student achievement.
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Enrollment growth and improvement in student outcomes and student equity
Implementing the 2019-2020 Strategic Direction Priorities
Meeting Vision for Success Goals
Closing Equity Gaps |
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B. Demonstrate college-level writing skills, creativity, critical thinking, and art historical methodologies necessary for employment in the arts. |
Discussion on PLO B: Faculty explored the job-related education we currently provide to Art History/Art Education/Art Studio majors. To augment work experience provided by the Butte College Art Gallery and the archival/research/tutoring work experience of the Arts Resource Center, we determined that additional degree/certificate options would better prepare students for art education, museum careers, and cultural heritage management. Students will be more focused and prepared for university level coursework. A new fulltime faculty member with strong, diverse art education/art history/art studio background would insure rigor and student achievement.
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1 – HIre a fulltime faculty member
2- Design and implement guided pathways – in Arts & Culture Management, Art Education, and Art Foundations.
3 – Develop additional courses that will support these pathways.
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Enrollment growth and improvement in student outcomes and student equity
Implementing Guided Pathways
Maintaining ongoing operations at current levels
Meeting Vision for Success Goals
Meeting student achievement goals
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C. Evaluate works of art/architecture and cultivate personal aesthetics and appreciation of art.
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Discussion of PLO-C: We discussed the ways in which we have our students evaluate art/architecture and realized we may need to revise our PLO's to reflect "formulate". We discussed our goal to cultivate aesthetics and appreciation, and acknowledged that it happens when we link students' lives and experience with what we are teaching. We discussed developing assignments that focus on that verb. Since Butte College is now an HSI, we discussed creating a course that would transfer to UC, Mesoamerican and South American Art History, which would connect with many of our student's backgrounds. This course could be an option in the Art History certificate. Equity gaps would be positively affected with this expanded coverage. A new fulltime faculty member with strong, diverse art education/art history/art studio background would provide leadership in this area. |
1 --Hire a fulltime faculty member to provide leadership
2 -Revise PLO's to better reflect the program's desired outcomes
3 – Develop additional assignments and courses that will support student’s cultivation of aesthetics/appreciation.
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Enrollment growth and improvement in student outcomes and student equity
Implementing the 2019-2020 Strategic Direction Priorities
Meeting Vision for Success Goals
Closing Equity Gaps
Fostering Inclusiveness
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Over the last two years ART-A student success varied from a high in Fall 2018 of 87.1% to a low of 77.6% in Fall 2019. Student success data for Fall 2020 was not available at the time this report was due (2/7/2021).
ART-A student success rates are higher than the college overall success rates for the same semesters. College rates for Fall 2018 were 78.6%, Fall 2019 were 72.8%.
In the past three years Art Department has awarded 14 AA Degrees in Art, and 24 AA-T Degrees in Art History and Studio Art.
In the Spring, 2020 we submitted new certificates and degrees with focused interest in the Arts, such as Art Education, Arts and Culture Management, and Art Entrepreneurship, as part of the Arts Guided Pathways initiative. These certificates and degrees would have raised the of career possibilities in art and assisted students in determining their career interests earlier in their educational process. These career possibilities have not been approved at this time.
Vision for Success - Chancellor's Office
Goal # 1 Over 5 years, increase degrees, certificates by 20% (that prepare them for an in-demand job) Programs and course sequences need to match regional economies and employers.
ART-A Faculty members will need to increase the number of degrees awarded by 10 for a total of 59 to meet this goal. ART-A have created several certificates/degrees focused on career preparation, including Arts and Culture Management, Art Education, and Art Entrepreneurship.
Goal #2 Over 5 years, increase by 35% the number of students transferring to CSU and UC. This increase is needed to meet the future workforce demand for BA. In California demand for workers with BAs in increasing faster the demand for workers with AA or less.
Art Department faculty will have to increase the number of Art/Art History majors who transfer by 17 for a total of 66 to meet this goal. Faculty members have tried to develop strategies that will help our students transfer. The primary roadblock for many of our students is the Math requirement. We recognize that we might be able to work with the Math Department to design an Applied Mathematics course that our students could pass to achieve an Associate’s Degree, but that level of math would not be acceptable to the University for transfer. This is a hopeless situation for many art students unless the University changes its requirements.
Goal #3 Over 5 years, decrease the number of units earned by CC students from 87 to 79. AA degrees are typically 60 units. This will allow students to reach their goals sooner and at less cost to them.
Art-A faculty members are creating certificates for students with focused interest in the Arts, such as Art Education, Arts and Culture Management, and Art Entrepreneurship. These certificates and degrees will reduce the number of units students complete by raising student awareness of career possibilities in art and assist students in determining their career interests earlier in their educational process.
In addition, Art Department faculty have a solution for reducing the number of introductory art courses students take on their path to finding the art media they wish to focus on, namely a new course Art 10 Art Media Survey. This is a foundational art course that will introduce and offer students experience with art media, which will shorten the time it takes for students to choose a path in art. It will also meet the needs of students who wish to obtain a Multiple Subject Teaching Credential by meeting the State of California Visual and Performing Arts Frameworks and Student Academic Content Standards, which require that students have hands-on experience with multiple arts media.
Goal #4 Over 5 years, increase the percent of exiting CTE students who report being employed in their field of study, from 60% to 76%. This improvement will indicate that colleges are providing career education that puts students in available jobs, and colleges are also helping students find jobs.
ART-A faculty members are developing several CTE certificates and degrees – Art Education, Arts and Culture Management that are designed to prepare Art Education/Art History majors for careers in museums, galleries, and heritage management, as well as teaching in K-12 schools. Many students are hesitant to pursue these majors because they have been misled to think there are no jobs that utilize this background. These certificates/degrees will help develop marketable skills for immediate employment, or help them beyond a transfer to a 4-year university.
Goal #5. Reduce equity gaps across all the above measures- specifically, cut success gaps by 40% in 5 years, and close gaps entirely in 10 years.
In the last four years the Art Department has had four faculty members participate in the FAIR Classrooms program. Three faculty are currently participating in the Cultural Awareness Community of Practice program. These faculty members have incorporated the knowledge they gained from these experiences into their teaching practice to reduce equity gaps. They have introduced this knowledge to all department faculty in meetings and raised awareness and interest in these ideas. During the most recent faculty meeting Equity data was made available by area (ART-P, ART A, Music, Drama, etc.) and a small piece of a Tim Wise video was shown during the meeting. There was a discussion about the Chancellor's Vision for Success goals and specific goals were given for each area.
Goal #6 is for colleges located in regions with the lowest educational attainment
Strategic Direction and Priority Themes
1. Enhancing a Culture of Completion and Academic Achievement
A. Prepare high school students for college by: (Thematic Priority #2, Thematic Priority #4) Art Department chair, Daniel Donnelly, works with high school arts programs to align curriculum as appropriate. He invites high school teachers and their students to tour the ARTS building and advises high school students on arts career paths. ART-S faculty assist the chair with tours for students.
B. Align onboarding processes with pathways by (Call to Action): (Thematic Priority #2, Thematic Priority 5) Art-A faculty members 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 mentor students on career paths in Art History, such as curating, art education, museums, galleries and cultural heritage management in Work Experience and during office hours.
C. Redesign support for our diverse students by(Supernatural Aids): (Thematic Priority #2, Thematic Priority #3) Art A faculty work very hard to meet the needs of students in order to insure completion. This includes maintaining the Arts Resource Center (ARC) where students can review course materials, take make-up exams, research art, and gain assistance from student helpers and faculty. Faculty are sensitive to the precarious circumstances our students contend with, and maintain as much flexibility as possible.
D. Support Student Progress and Completion by (dealing with challenges and temptations): (Thematic Priority 5) ART-A has strong connections with its sister department at CSU, Chico. Asa Mittman (professor of Art History) gives guest lectures every semester for Butte College students and has toured the facility and Create Space. In addition, the majority of the CSU, Chico art department participated in a joint art exhibition with our faculty in the Butte College Art Gallery. This exhibition allowed Butte art students to meet their future professors and see their work. Also, art department has donated over $1,200 annually in Costco food to the Roadrunner Hub.
E. Scheduling Strategically by (Creating a navigable journey): (Thematic Priority #2) ART-A tries to offer sections at times when students are interested in taking class – usually morning until 2:00pm. We offer night classes, and Winter and Summer Session classes at the Chico Center. We have offered late-starting sections to meet students’ needs and we also occasionally offer Saturday classes. We are careful to schedule class offerings in the block scheduling format to avoid scheduling conflicts.
F. Support Workforce and Community Development by: (Thematic Priority #2, Thematic Priority #4, Thematic Priority #6)
The Butte College Art Gallery is a great way to connect with the community by networking and creating shows with local artists and inviting the community to attend speakers and events. Our certificates/degrees will support more career training for Art History/Art Education/Studio majors.2. Supporting Student, Faculty, and Staff Success
A. Increasing Student Engagement by: (Thematic Priority #3, Thematic Priority #6) ART-A has used student surveys to gage their students' interests and goals. It is critically important to the Art Academic program that we create and maintain meaningful relationships with our students. We employ creative teaching techniques to maintain student engagement during class. 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. We are willing to meet with students outside of regular office hours if those hours don't work for students.
B. Evolving the Knowledge, Skills and Abilities of Faculty and Staff by: (Thematic Priority #3, Thematic Priority #6, Thematic Priority #8) ART-A faculty have participated in the FAIR Classrooms program and the Cultural Awareness Community of Practice, which in turn, has increased awareness of all Art Department faculty and staff of then needs of our diverse student population, and increased efforts to close student equity gaps. ART-A faculty regularly attend conferences and workshops in arts and in education, in order to enhance their skills and remain current in their fields.
C. Improving Collaborative Interactions by: (Thematic Priority 5, Thematic Priority #6) Art Academic faculty members meet during the year to discuss students’ learning outcomes and assessment, budget, safety, staff development, classroom and equipment issues, and program direction and progress. ART-A faculty and staff are empowered to share their expertise in all matters pertinent to the program.
D. Use Facilities, Technology, and Services to Support Student Success and Completion by: The ART-A faculty has only limited power in this area. We would welcome new computer equipment in ARTS building classrooms since it is falling apart. ART-A faculty are creating online courses to assist students in need of Distance Education offerings.
3. Using Data-Informed Processes for Continuous Improvement
Training faculty and staff and using data for continuous improvement by (Thematic Priority 4, Thematic Priority 5, Thematic Priority 6): 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
A. Make strategic financial decisions by (Thematic Priority 2,Thematic Priority 3, Thematic Priority 4, Thematic Priority 5, Thematic Priority 6):
4. Providing necessary fulltime faculty, support for part-time faculty, and staffing levels to enable the college to maximize student learning and student achievement.: An additional full-time faculty position is desperately needed in ART-A.B. Align processes and priorities with the new funding formula by (Thematic Priority 4, Thematic Priority 6):
3. Maintaining a focus on meeting established enrollment targets with an emphasis on access and support for underserved populations: ART-A faculty members have continually made suggestions 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. This potential student population comes from all walks of life, and often consists of older community members. Offering courses that meet their needs would be an inclusive action. It would reflect the college's move away from ageism, since it is often assumed that older community members are retired, don't need jobs, and therefore have no goals. Once they are involved in an Arts discipline they often become interested in earning certificates/degrees. In addition, it is the community who paid for the Bonds that allowed the college to build the new buildings, including $28 million for the ARTS building. Expanding outreach to these members of the community would advantageous to the college because of the increase in FTES and student completion. (Meanwhile, CSU, Chico is capitalizing with their elder-college.) Expanding community members engagement in the Arts would enhance economic development in the county.5. Modeling Sustainability
A. Provide Professional Development for faculty and staff in the area of sustainability by: The Butte College Art Gallery has had exhibitions focused on Sustainable Art & Architecture which were spearheaded by ART-A fulltime faculty.
6. Enhancing a Culture of Inclusiveness
A. Enhance Access to Equitable Student and Academic Services by: (Thematic Priority #3, Thematic Priority 5, Thematic Priority #6) The Art Academic program is acutely aware of the diverse nature of its students. The program serves a higher percentage of identified Disabled and Economically Disadvantaged students than the college as a whole. Art-A serves a higher percentage of Asians and Hispanics than the college as well.
Statistics for Spring 2020 (Fall 2020 data not available):
· African American students in ART-A are 2.4% compared to the college N/A?
· Veteran students in ART-A art .6% compared to the college N/A?
Program faculty often dialogue about how to better serve its diverse student population. They have identified equity and inclusiveness as a goal. As previously mentioned ART-A faculty have participated in the FAIR Classrooms pilot program and the Cultural Awareness Community of Practice, which have raised awareness and enhanced instruction by all ART-A members.
B. Diversify Staff and Faculty to Eliminate Equity Gaps by: (Thematic Priority #6) ART-A faculty members have participated on hiring committees for a fulltime Music position, and a Sculpture Technician, and are bringing their experience in the FAIR Classrooms pilot program and the Cultural Awareness Community of Practice to the process.
Program Review Validation Report Spring 2014
Recommendations
Validation Team recommendation: The team noted that the last Validation Team review called for two new full-time faculty positions. Since that time, three full-time and several experienced associate faculty members have left. It is clear that despite the limited institutional resources, the number of full-time faculty should be increased to sustain the future of the department.
The Art Department needs to hire another fulltime faculty member who can support students with professionalism and rigor to both ART-A and studio art courses, and support the expansion and student completion of arts degrees and certificates, particularly in the area of Art Education.
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.
As mentioned above, the Art Department is expanded degrees, certificates, and courses to meet the educational and employment needs of students.
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 Art Department continues to maintain its entrepreneurial vision and has worked diligently to develop a Guided Pathway in the Arts - an Art Entrepreneurship Degree/Certificate that would assist art students in developing their professional and entrepreneurial goals. It is also developing its programs in Art Education and Arts and Culture Management.
Goals
The goals of the Art Academic program are to:
Strategy 1 - Hire a Fulltime Tenured Faculty Member in Art
Hire a fulltime tenured faculty member in Art who can collaborate with the department to support student success and completion. Ideally this faculty member would bring a strong and diverse art education background to the teaching of Art Appreciation to meet student demand for General Education Area C requirements. In addition, the new faculty member would support the degrees/certificates in Art Education, Arts and Culture Management, and Art Entrepreneurship, and be able to teach in an art studio area to support studio art majors.
A fulltime Art faculty member with a broad and extensive knowledge of the history of art, art education, and art making would raise the success and completion rates of General Education students, as well as art majors. With the loss of qualified instructors to fulltime positions in other colleges/universities and to retirement, the Art department is struggling to find instructors, and is having to recruit part-time faculty from as far away as Nevada City and Sacramento. This is due, in part to the low number of Master's students in CSU, Chico's graduate art programs, which have been a source of Butte College instructors in the past. In fact, the department is competing for/sharing instructors with CSU, Chico. The inability to attract qualified instructors to teach large classes in the ART-A area has caused the existing fulltime faculty members to have double or triple overloads semester after semester. In addition, since 2007 department fulltime faculty members have been cut in half - reduced from 8 fulltime faculty to 4. It has lost the fulltime support and leadership of Geoff Fricker, Idie Adams, Dennis Wicks, and Mark Hall (David Cooper's position was replaced by Sara Smallhouse). A fulltime Art faculty member would support students to complete degrees and certificates in Art Education, Art and Culture Management, and Art Entrepreneurship. A fulltime position has been supported by the last two Validation Teams over the last 13 years.
Strategy 2 - Develop Guided Pathways in the Arts
Design and implement Guided Pathways in the Arts – programs in Art Entrepreneurship, Art History, Art Education, and Arts and Culture Management. These programs prepare students for careers in the arts. Students who choose careers in the arts will make significant contributions to both community economic development and the cultural advancement of global society.
Programs in Art Entrepreneurship, Art History, Art Education, and Arts and Culture Management address the needs of Arts students who desire careers in the arts. The literature on arts economic development indicates that, “artists are self-employed at much higher rates than others in the workforce. About 34 percent of artists in the U.S. are self-employed, 3.5 times the national workforce average." Students interested in entrepreneurship need guidance to be successful in developing their artwork as well as a business. Art entrepreneurship is at the heart to Creative Placemaking- economic development in cities and towns revolve around the arts. Arts and Culture Management, Art Education, and Art History are also cornerstones of Creative Placemaking. Students who earn degrees/certificates in these areas will receive a foundation for museum education and curatorial work, and teaching, as well as a strong foundation for continuing education in university programs.
Strategy 3 - Support the Butte College Art Gallery and the Arts Resource Center
The Butte College Art Gallery and the Arts Resource Center need additional funding for student assistants and equipment.
The Butte College Art Gallery plays a critical role in art student development. Students see quality artwork, and meet and model themselves after successful contemporary artists who present their work in gallery exhibitions. Once a year, students have an opportunity to participate in the Annual Student Art Exhibition, which gives them real-world feedback on their work. Students gain work experience if they choose to work in the gallery. In addition, the Butte College Art Gallery functions as a positive link to the Butte County community it supports. This can be seen in exhibitions such as Still We Rise which created a connection with the South Oroville African American Historical Society and its photographs with the college. The gallery participates in Diversity Days each year.
Likewise, the Arts Resource Center has a profound effect on the students who use it. Computers and art books are available for student and faculty research, students have access to special books faculty have placed on reserve, students can take make-up exams on ARC computers, students can view videos they may have missed, and received help on coursework. The support the ARC provides is directly connected to student success and completion. In addition, the ARC employs art students who wish to gain experience in arts library settings or work to assist students.
Strategy 4 - Equity and Arts
Raise faculty members’ awareness and knowledge of Equity issues, revise teaching methods and practices as needed, and develop equitable programs.
According to a recent report by the Association of American Colleges and Universities (AACU), Step Up and Lead for Equity, What Higher Education Can Do to Reverse Our Deepening Divides, American democratic ideals and economic vitality depend on expanding educational opportunity, “yet at all levels of U.S. education, there are entrenched practices that reinforce inequities – and lead to vastly different outcomes for low-income students and for students of color.”
Equity is about fairness and social justice. It is clear when analyzing college demographic data that a much higher percentage of art students (55.0%) are low income than the college average (34.3%). It is possible, then, to view art students as a group where an equity gap exists. Even more striking is the comparison between art students who have mental disabilities/illness (22.5%) and the control group of G.E. students (7.7%). This data was self-reported on a Fall 2016 anonymous student survey, the results represent 427 student responses.
Faculty members in department have made efforts to become equity-minded leaders. The full-time instructors have participated in the FAIR Classrooms program and the Cultural Awareness Community of Practice, and shared information with the Associate faculty. This requires developing an awareness of the historical context of exclusionary practices in higher education and recognizing the impact on students, particularly those in the arts. Art students have a great deal to offer society, yet so many do not complete a course of study because they fail the required General Education courses. They often fail those courses because GE courses predominately measure logical-mathematical and linguistic intelligence. Many art students’ intelligence capabilities lie beyond this narrow intelligence construct.
To address entrenched institutional bias for only two (logical-mathematical, linguistic) of the eight or nine intelligences faculty members have undertaken research in Multiple Intelligence Theory. We developed an Art Entrepreneurship Certificate as a pathway of success for art students, particularly those who cannot pass the G.E. courses required for a degree. We see this only as an intermediate solution. Ultimately, we believe art students’ success lies in reframing institutional concepts of intelligence, which will insure equitable treatment for all students’ intelligence types. Humans would not have survived without individuals who had a wide variety of intelligence capabilities. We believe that Student Achievement and Student Learning Outcomes would greatly improve if educational institutions were to reevaluate concepts of intelligence and student evaluation accordingly.
Advertising assistance.
We have developed a marketing campaign - Unleash Your Creative Side. We need help marketing this to local communities who are unaware of what we offer in Art, Design, and Performing Arts, or were put off by the lack of opportunities the college offered during the last deep budget cut and the repeatability changes.
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| 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 | Art Department | Personnel | 11-000-512-1-100100 | $0.00 | $53,825.00 | |
| Full-time Tenured Facutly Member | Hire a fulltime tenured faculty member in Art who can collaborate with the department to support student success and completion. Ideally this faculty member would bring a strong and diverse art education background to the teaching of Art Appreciation to meet student demand for General Education Area C requirements. In addition, the new faculty member would support the degrees/certificates in Art Education, Arts and Culture Management, and Art Entrepreneurship, and be able to teach in an art studio area to support studio art majors. A fulltime Art faculty member with a broad and extensive knowledge of the history of art, art education, and art making would raise the success and completion rates of General Education students, as well as art majors. With the loss of qualified instructors to fulltime positions in other colleges/universities and to retirement, the Art department is struggling to find instructors, and is having to recruit part-time faculty from as far away as Nevada City and Sacramento. This is due, in part to the low number of Master's students in CSU, Chico's graduate art programs, which have been a source of Butte College instructors in the past. In fact, the department is competing for/sharing instructors with CSU, Chico. The inability to attract qualified instructors to teach large classes in the ART-A area has caused the existing fulltime faculty members to have double or triple overloads semester after semester. In addition, since 2007 department fulltime faculty members have been cut in half - reduced from 8 fulltime faculty to 4. It has lost the fulltime support and leadership of Geoff Fricker, Idie Adams, Dennis Wicks, and Mark Hall (David Cooper's position was replaced by Sara Smallhouse). A fulltime Art faculty member would support students to complete degrees and certificates in Art Education, Art and Culture Management, and Art Entrepreneurship. A fulltime position has been supported by the last two Validation Teams over the last 12 years. |
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| 2 | Arts Resource Center | Personnel | 11-000-512-1-100100 | 52468 | $0.00 | $8,670.00 |
| 2 Student Assistants, 15 hours per week each. | Student help is critical in providing access to the materials and equipment in the ARC. These resources are targeted to facilitate student success in Academic Art courses which meet G.E. and transfer requirements, and Studio Art Courses. |
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| 3 | Butte College Art Gallery | Personnel | 11-000-512-1-100100 | $0.00 | $8,670.00 | |
| 2 Student Assistants, 15 hours per week each | Student help in the Butte College Art Gallery is what keeps the gallery doors open and the artwork safe. Working in the gallery provides students an opportunity to discover a career in the art world. The gallery has had marginal success with Work Experience students who are unpaid. Students are more reliable when paid for their work, and since they must deal with severe economic circumstances they should be paid for their work. |
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| 4 | Butte College Art Gallery | Equipment | 11-000-512-1-100100 | 52468 | $4,000.00 | $0.00 |
| Gallery lighting | Gallery lights are in need of repair. The Butte College Art Gallery cannot be open and operating without lights and are overdue for an update. The Butte College Art Gallery is a space that engages the community at large, provides work opportunities and career skills for students and offers art students the opportunities to engage with working artists. |
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