Digital Arts, Media and Interactive Web Design Program Overview

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Associate in Science Degree:

Digital Arts, Media and Interactive Web Design

Certificates:

Digital Graphic

Digital Media Technology Interactive Web Design

Digital Media Technology Production

Digital Media Video Production

Video Game Foundations

Digital Arts, Media and Interactive Web Design

Comprehensive Academic Program Review

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Digital Arts, Media and Interactive Web Design - LD 2013-14 Comprehensive Academic Program Review Institutional Research and Effectiveness

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Comprehensive Academic Program Review Produced by

Digital Arts, Media and Interactive Web Design Program

Jonathan Steele, Ph.D.

Dean, Humanities and Fine Arts

Department of Institutional Research and Effectiveness

Amy Eggers, M.A.

Research Analyst, Academic Effectiveness and Assessment

Robert Mohr, M.A.

Research Specialist, Academic Effectiveness and Assessment

Magaly Tymms, M.A.

Director, Academic Effectiveness and Assessment

Sabrina Crawford, M.A.

Executive Director, Institutional Research and Effectiveness

The Board of Trustees of St. Petersburg College affirms its equal opportunity policy in accordance with the provisions of the Florida Educational Equity Act and all other relevant state and federal laws, rules and regulations. The college will not discriminate on the basis of race, color, ethnicity, religion, sex, age, national origin, marital status, sexual orientation, gender identity, genetic information, or against any qualified individual with disabilities in its employment practices or in the admission and treatment of students. Recognizing that sexual harassment constitutes discrimination on the basis of sex and violates this Rule, the college will not tolerate such conduct.

Data and information contained herein cannot be used without the express written authorization of St. Petersburg College. All inquiries about the use of this information should be directed to the Executive Director of Institutional Research and Effectiveness at St. Petersburg College.

Department of Institutional Research and Effectiveness St. Petersburg College P.O. Box 13489 St. Petersburg, FL 33733 (727) 712-5237 FAX (727) 712-5411

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Total Placement ...40

State Graduates Outcomes ...41

Program Administrator’s Perspective: Issues, Trends, and Recent Successes ...43

Program Action Plan ...44

Dean’s Council ...46

References ...47

Contact Information ...47

Appendix A: Program Overview (2013) ...48

Appendix B: Advisory Board Committee Minutes and Recommendations, 2013-14 ...50

Appendix C: Advisory Board Committee Minutes and Recommendations, 2012-13 ...53

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Executive Summary

Introduction

The program review process at St. Petersburg College (SPC) is a collaborative effort designed to continuously measure and improve the quality of educational services provided to the community.

Program Description

Digital arts and media technologies have changed how we learn, entertain ourselves and interact with one another. SPC’s Digital Arts, Media and Interactive Web Design classes prepare students for careers in Digital media, filmmaking, video production, as well as interactive and educational media production. The program was created in collaboration with the Interactive Media Technology Project consortium and graduates leave with an industry-standard digital portfolio.

Degrees Offered

An Associate in Science Degree in Digital Arts, Media and Interactive Web Design is offered at SPC. Certificates in Digital Graphic, Digital Media Technology Production, Digital Media Technology Interactive Web Design, Video Game Foundations, and Digital Media Video Production are also offered at SPC.

Program Performance

 Actual Course Enrollment has gradually increased since 2010, reaching a four-year high in 2013 (1,029).

 Unduplicated Headcount has gradually increased since 2010, reaching a four-year high in 2013 (423).

 SSH Enrollment has consistently increased since 2010, reaching a four-year high in 2013 (2,902).

 Student Semester Hour (SSH) Productivity increased in the Fall (0.8) and Spring (0.8), but decreased during Summer (0.7) 2012-13 from the previous year.

 Performance Metric increased in the Fall (4.7) and Spring (5.2), but decreased in Summer (4.4) 2012-13 from the previous year.

 Comparisons between the Fall semesters indicated that the Percent Full Metric

increased in Fall 2013 (83.3%) from Fall 2012 (75.0%).

 The course success rate increased in 2013 (81.5%) from the previous year

(80.9%).

 The number of program graduates in the Digital Arts, Media and Interactive Web Design program increased during 2013 (17) from the previous year (15). Among certificate programs, the number of graduates increased in 2013 for DVPRD-CT (9) and VGF-CT (5) when compared to the previous year (4 and 2, respectively). Graduates in the DIG-CT program remained the same in 2012 and 2013 (3).The remaining Associate in Science and Certificate programs had no comparison data for 2013.

 Fulltime Faculty taught 61.6% of the ECHs in 2012-13 as compared to 62.3% in 2011-12. Adjunct Faculty taught 38.4% of the ECHs in 2012-13 as compared to 37.7% in 2011-12.

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 The highest semester for Adjunct ECHs was Fall 2009-10 in which adjunct faculty taught 69.7% of the program’s course load. The three-semester average for adjuncts (38.4%) in 2012-13 is not consistent with the College’s general 65/35 Fulltime/Adjunct Faculty Ratio guideline.

Program Profitability

 The Relative Profitability Index (RPI-T) for the Digital Arts, Media and

Interactive Web Design program increased in 2012-13 (1.1) from the previous year (1.0).

Program Improvements

 Capital Expenditures (Fund 10 and 16) for the Digital Arts, Media and Interactive Web Design program (Org: 11260108) during the past three years totaled $12,413. Program improvements made as a result of the capital expenditures included transferring video tape to digital files for computers, making connections between cameras, tape decks, and monitors.

Academic Outcomes

 The 2012-13 Academic Program Assessment Report indicated that the desired

results were met for all four of the Program Learning Objectives (PLOs) assessed in the Digital Arts, Media and Interactive Web Design Program.

 The 2012-13 Academic Program Assessment Follow-up Report was completed in

July 2014. Each of the six action items were successfully completed, and the results published in the 2012-13 follow-up report. The next assessment report is scheduled to be completed during the 2015-16 academic year.

Stakeholder Perceptions

 All the individual average content area scores for the Student Survey of

Instruction (SSI) were above the traditional threshold (an average of 5.0) used

by the College for evaluating seven-point satisfaction scales. These results suggest general overall satisfaction with the courses within the Digital Arts, Media and Interactive Web Design program; specifically, as they relate to faculty engagement, preparation and organization, and course instruction.

 A Digital Arts, Media and Interactive Web Design advisory committee meeting

was held on April 4, 2014. The meeting consisted of program updates and announcements.

 Twenty-nine Recent Alumni surveys were provided to the 2011-12 graduates of the Digital Arts, Media and Interactive Web Design program. Twenty-four percent of the graduates responded to the survey (7 of the 29). Not all respondents answer every survey question; therefore, the percentages listed below represent the responses to each survey question in relation to the total number of responses received for each question.

Notable results include:

o 25.0% of recent graduate survey respondents, who were employed, were employed full-time.

o 40.0% of recent graduate survey respondents had a current position related to their studies.

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o 57.1% of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to “Obtain employment”; 14.3% “Change career fields”; another 14.3% “Earn more money”; while the remaining 14.3% selected “Continue my education”.

o 42.9% of recent graduate survey respondents indicated that their SPC degree allowed them to “Meet certification/training requirements”; 28.6% “Change career fields”; and another 28.6% “Continue my education”. [Note: The total may exceed 100% as this question allows multiple responses]

o 71.4% of recent graduate survey respondents indicated that SPC did “Very well” in helping them meet their goal; whereas, 28.6% said “Adequately”.

o 75.0% of recent graduates survey respondents indicated that they earned less than $10.00 per hour (less than $21,000 annually); and the remaining 25.0% indicated earnings between $15.00 and $19.99 per hour ($31,000 - $41,999 annually).

o 42.9% of recent graduate survey respondents indicated they are continuing their education.

o 100.0% of recent graduate survey respondents would recommend SPC’s Digital Arts, Media and Interactive Web Design program to another.

 Employer surveys are sent based on permission provided by recent graduates in the 2011-12 recent alumni survey. Since permission was not received from recent graduates, there is no Employer Survey information available.

Occupation Profile

 Five occupation descriptions, Camera operators, television, video, and motion picture; Film and video editors; Graphic designers; Multi-media artists and animators; and Producers and directors, were located in the Economic Modeling Specialists International (EMSI) website for the Digital Arts, Media and Interactive Web Design program.

 The 2013 median hourly earnings for Camera operators, television, video, and

motion picture was $19.38 in the United States and $16.08 in Florida. The median hourly earnings for Film and video editors was $24.66 in the United States and $19.11 in Florida. The median hourly earnings for Multi-media artists and animators was $29.50 in the United States and $22.59 in Florida. The median hourly earnings for Graphic designers was $21.22 in the United States and $19.13 in Florida. The median hourly earnings for Producers and directors was $34.31 in the United States and $28.87 in Florida.

 Employment trend information for occupations related to Digital Arts showed varying average annual increases in employment for the period between 2012 and 2017 across the country, state, and county for Camera Operators, Television, Video, and Motion Picture 20.8% - 4.1%); Film and Video Editors (-21.7% - 8.2%); Multi-media Artists and Animators (1.4% - 11.5%); Graphic Designers (-11.8% - 2.7%); and Producers and Directors (-7.4% - 8.3%).

 The major employers of the Digital Arts, Media and Interactive Web Design

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Promo Digital, Green Skin Productions, Derby Lane, Bright House Sports Networks, and self-employment.

 Total Placement in the Digital Arts, Media and Interactive Web Design program has remained at 100% for the past two years.

State Graduates Outcomes

 State Graduates data indicated that ninety-three students completed a state Digital Arts, Media and Interactive Web Design program in 2010-11, of those seventy-six had some matching state data and were employed. Fifty-nine percent (59%) of those state graduates were employed at least a full quarter.

Program Administrator’s Perspective: Issues, Trends, and Recent Successes

A constant issue of concern is maintaining currency with software (including creative cloud) and hardware. The program is seeking Advisory Committee involvement with the portfolio evaluations, including documentation of project-driven skills. We have adapted the courses to train students in content skills for market needs, rather than to support a specific vendor or supplier of software. This enables us to more quickly adjust to changes in the software industry. The recent availability of high-quality digital single lens reflex (DSLR) cameras for video production work, has enabled students to be better-equipped to enter the workforce with hands-on experience on current technology utilized in industries such as WEDU. The curriculum pathways have been aligned to facilitate student progression through the program, and orientation sessions for new and prospective students have been added.

Recommendations/Action Plan

Program Recommendations and action plans are compiled by the Dean and Program Administrator, and are located at the end of the document.

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SPC Mission Statement

The mission of St. Petersburg College is to promote student success and

enrich our communities through education, career development and

self-discovery. St. Petersburg College fulfills its mission led by an outstanding,

diverse faculty and staff and enhanced by advanced technologies, distance

learning, international education opportunities, innovative teaching

techniques, comprehensive library and other information resources,

continuous institutional self-evaluation, a climate for student success, and

an enduring commitment to excellence.

Introduction

In a holistic approach, the effectiveness of any educational institution is

the aggregate value of the education it provides to the community it

serves. For over eighty-five years, St. Petersburg College (SPC) has

provided a wide range of educational opportunities and services to a

demographically diverse student body producing tens of thousands of

alumni who have been on the forefront of building this county, state, and

beyond. This is due, in large part, to the College’s institutional

effectiveness.

Institutional Effectiveness

Institutional Effectiveness is the integrated, systematic, explicit, and

documented process of measuring performance against the SPC mission for

the purposes of continuous improvement of academic programs,

administrative services, and educational support services offered by the

College.

Operationally, the institutional effectiveness process ensures that the

stated purposes of the College are accomplished. In other words did the

institution successfully execute its mission, goals, and objectives? At SPC,

the Offices of Planning, Budgeting, and Research work with all

departments and units to establish measurable statements of intent that

are used to analyze effectiveness and to guide continuous quality

improvement efforts. Each of St. Petersburg College's units is required to

participate in the institutional effectiveness process.

The bottom-line from SPC’s institutional effectiveness process is

improvement. Once SPC has identified what it is going to do then it acts

through the process of teaching, researching, and managing to accomplish

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6 its desired outcomes. The level of success of SPC’s actions is then

evaluated. A straightforward assessment process requires a realistic

consideration of the intended outcomes that the institution has set and a

frank evaluation of the evidence that the institution is achieving that

intent.

There is no single right or best way to measure success, improvement, or

quality. Nevertheless, objectives must be established, data related to

those objectives must be collected and analyzed, and the results of those

findings must be used to improve the institution in the future. The

educational assessment is a critical component of St. Petersburg College’s

institutional effectiveness process.

Educational Assessment

Educational programs use a variety of assessment methods to improve

their effectiveness. Assessment and evaluation measures are used at

various levels throughout the institution to provide provosts, deans,

program managers, and faculty vital information on how successful our

efforts have been.

While the focus of a particular educational assessment area may change,

the assessment strategies remain consistent and integrated to the fullest

extent possible. The focus of Associate in Arts degrees is students

continuing on to four-year degree programs. The Associate in Applied

Science and Associate in Science programs are targeted towards students

seeking employable skills, which does not require but may include

continuing on to a four-year program. The General Education based

assessments focus on the general learning outcomes from all degree

programs, while Program Review looks at the viability of the specific

programs.

The individual reports unique by their individual nature are nevertheless

written to address how the assessments and their associated action plans

have improved learning in their program. The College has developed an

Educational Assessment Website

http://www.spcollege.edu/edoutcomes/

to serve as repository for all SPC’s educational outcomes reports and to

systematically manage our assessment efforts.

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Program Review Process

The program review process at St. Petersburg College is a collaborative

effort to continuously measure and improve the quality of educational

services provided to the community. The procedures described below go

far beyond the “periodic review of existing programs” required by the

Florida College System; and exceed the necessary guidelines within the

Southern Association of Community Colleges and Schools (SACS) review

procedures.

State guidelines require institutions to conduct program reviews every

seven years as mandated in chapter 1001.03(13) of the Florida Statutes,

the State Board of Education (formerly the Florida Board of Education)

must provide for the review of all academic programs.

(13) …CYCLIC REVIEW OF POSTSECONDARY ACADEMIC

PROGRAMS.--The State Board of Education shall provide

for the cyclic review of all academic programs in Florida

College System institutions at least every 7 years. Program

reviews shall document how individual academic programs

are achieving stated student learning and program

objectives within the context of the institution's mission.

The results of the program reviews shall inform strategic

planning, program development, and budgeting decisions

at the institutional level.

In addition, Rule 6A-14.060 (5) states that each community college shall:

(5) …Develop a comprehensive, long-range program plan,

including program and service priorities. Statements of

expected outcomes shall be published, and facilities shall

be used efficiently to achieve such outcomes. Periodic

evaluations of programs and services shall use placement

and follow-up data, shall determine whether expected

outcomes are achieved, and shall be the basis for

necessary improvements.

In 2007, SPC reduced the recommended program review timeline to three

years to coincide with the long-standing three-year academic program

assessment cycle, producing a more coherent and integrated review

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8 process.

Figure 1 represents the relationship between program

assessment and program reviewing during the three-year assessment

cycle.

Figure 1: Three-Year Academic Program Assessment Cycle

Program Description

Digital arts and media technologies have changed how we learn, entertain

ourselves and interact with one another. SPC’s Digital Arts, Media and

Interactive Web Design classes prepare students for careers in Digital

media, filmmaking, video production, as well as interactive and

educational media production. The program was created in collaboration

with the Interactive Media Technology Project consortium and graduates

leave with an industry-standard digital portfolio.

Degrees Offered

An Associate in Science Degree in Digital Arts, Media and Interactive Web

Design is offered at SPC. Certificates in Digital Graphic, Digital Media

Technology Production, Digital Media Technology Interactive Web Design,

Video Game Foundations, and Digital Media Video Production are also

offered at SPC.

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For a complete listing of all courses within the Digital Arts, Media and

Interactive Web Design program please see Appendix A.

Accreditation

No accreditation information is on file for the Digital Arts, Media and

Interactive Web Design program.

Program Learning Outcomes

1. MECHANICAL: The students will design and create mechanically

sound digital portfolios to showcase their best works. The portfolios

will be free of technical problems, easy to navigate as well as

adhere to the rules of Standard English, proper punctuation and

correct grammar.

2. ELEMENTS: The students will create an alluring interface which

grabs the attention of the viewers and invites them to explore, to a

deeper level, by using enhancements that enrich the showcase

milieu as well as the students’ ability and creativity.

3. STRUCTURE: The students will, through analysis, understand the

need for logical sequencing of information and for the viewer to be

able to hyperlink and control a portfolio’s environment by using

escape options and movement alternatives.

4. CONTENT: The students’ portfolios will present sufficient

information in a concise, original design to validate their skills and

abilities. This information will include the following: a resume, a

cover letter, documentation of education/training/certificates,

personal/professional reference letters, samples of audience

analysis, proposals, contracts, scripting writing, a shooting script, a

budgeted development, storyboarding, evidence of participation in

team projects and various projects which will illustrate critical

thinking as well as multiplicity of proficiency levels.

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10 Program Performance

Actual Course Enrollment

Actual Course Enrollment is calculated using the sum of actual student

enrollment for the courses within the program (Academic Organization

Code). This number is a duplicated headcount of students enrolled in the

program's core courses, and does not reflect the actual number of

students enrolled in the A.S. program or its associated certificates (if

applicable). Actual Course Enrollment has gradually increased since 2010,

reaching a four-year high in 2013 (1,029), as shown in Figure 2.

Figure 2: Actual Course Enrollment

Source: SPC Business Intelligence, Enrollment Count by Academic Org. Date Extracted 05/29/2014

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Unduplicated Headcount

Unduplicated Headcount is the total number of unduplicated students

enrolled in courses within the specified Academic Organization during the

selected academic years. Unduplicated headcount has gradually increased

since 2010, reaching a four-year high in 2013 (423), as shown in Figure 3.

Figure 3: Unduplicated Headcount

Source: SPC Business Intelligence, Unduplicated Student Count by Academic Org. Date Extracted 05/29/2014

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12 SSH Enrollment

SSH Enrollment is defined as the total number of student semester hours

in the specified Academic Organization during the selected academic

years. SSH Enrollment has consistently increased since 2010, reaching a

four-year high in 2013 (2,902), as shown in Figure 4.

Figure 4: SSH Enrollment

Source: SPC Business Intelligence, SSH Enrollment by Academic Org. Date Extracted 05/29/2014

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SSH

Productivity

Student Semester Hour (SSH) Productivity is calculated by dividing actual

SSH by the budgeted SSH. SSH productivity increased in the Fall (0.8) and

Spring (0.8), but decreased during Summer (0.7) 2012-13 from the

previous year, as shown in Figure 5.

Figure 5: SSH Productivity

Source: PeopleSoft Student Administration System: Course Management Summary Report (S_CMSUMM) Note: SSH Productivity data are displayed using two decimal places due to the proximity of the values.

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14 Performance Metric

Performance Metric is calculated by dividing actual enrollment by the

Equated Credit Hour (ECH), [actual workload]. The Performance Metric

increased in the Fall (4.7) and Spring (5.2), but decreased in Summer (4.4)

2012-13 from the previous year, as shown in Figure 6.

Figure 6: Performance Metric

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Percent Full

The percent full metric is calculated by dividing the actual enrollment

count of the specified Academic Organization, by the Standard Course

Load (SCL) for selected academic terms. Comparisons between the Fall

semesters indicated that the percent full metric increased in Fall 2013

(83.3%) from Fall 2012 (75.0%), as depicted in Figure 7.

Figure 7: Percent Full

Source: SPC Business Intelligence, Percent Full by Academic Org. Date Extracted 11/21/2013

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16 Grade Distributions

To provide a reference for program performance at the classroom level,

grade distributions are provided. Table 1 includes the percentage of

students receiving an A, B, C, D, or F in the program core courses. Some

course data, such as dual credit courses generally do not end at the same

time as the regular campus courses and may be omitted.

Table 1

Program Core Course Grade Distributions

Semester Grade Distributions

A B C D F

Spring 2012 50.4% 19.0% 9.8% 3.0% 6.2%

Spring 2013 57.2% 18.7% 7.1% 3.2% 3.6%

Fall 2012 56.5% 17.2% 6.6% 0.8% 3.7%

Fall 2013 58.7% 15.8% 8.4% 2.2% 5.8%

Source: SPC Business Intelligence, Grade Distribution by Academic Org. Date Extracted 04/15/2014

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Figure 8 provides a visual representation of the grade distributions for those students receiving a grade of A, B, or C.

Figure 8: ABC Grade Distributions

Source: SPC Business Intelligence, Grade Distribution by Academic Org. Date Extracted 04/15/2014

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18 Course Success Rate

The performance graph displays the percent of students successfully

completing a course with a grade of A, B, or C, (success rate), divided by

the total number of students in courses within the Academic Organization

during the selected academic years. The course success rate increased in

2013 (81.5%) from the previous year (80.9%), as shown in Figure 9.

Figure 9: Course Success Rate

Source: SPC Business Intelligence, Success Rate by Academic Org. Date Extracted 05/29/2014

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Program Graduates

The number of DIG-AS graduates increased during 2013 (17) from the

previous year (15). Among certificate programs, the number of graduates

increased in 2013 for DVPRD-CT (9) and VGF-CT (5) when compared to the

previous year (4 and 2, respectively). Graduates in the DIG-CT program

remained the same in 2012 and 2013 (3). The remaining Associate in

Science and Certificate programs had no comparison data for 2013, as

shown in Figure 10.

Figure 10: Program Graduates

Source: SPC Business Intelligence, Graduates by Academic Org. Date Extracted 05/29/2014

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20 Fulltime/Adjunct Faculty Ratio

Table 2 displays the number and percentage of Digital Arts, Media and

Interactive Web Design program equated credit hours (ECHs) taught by the

individual faculty classifications. As shown, Fulltime Faculty taught 61.6%

of the ECHs in 2012-13 as compared to 62.3% in 2011-12. Adjunct Faculty

taught 38.4% of the ECHs in 2012-13 as compared to 37.7% in 2011-12.

Table 2

Equated Credit Hours by Faculty Classification

Fulltime

Faculty Percent of Load Faculty Adjunct Faculty Number of

ECHs

% of Classes

Taught Number _{of ECHs} Classes % of Taught Number of ECHs % of Classes Taught Fall 2009-2010 10.4 30.3% 0.0 0.0% 24.0 69.7% Spring 2009-2010 16.5 37.9% 0.0 0.0% 27.0 62.1% Summer 2009-2010 3.0 40.0% 0.0 0.0% 4.5 60.0% 2009-2010 Total 29.9 35.0% 0.0 0.0% 55.5 65.0% Fall 2010-2011 23.3 44.5% 0.0 0.0% 29.0 55.5% Spring 2010-2011 28.3 49.3% 0.0 0.0% 29.0 50.7% Summer 2010-2011 8.0 50.0% 0.0 0.0% 8.0 50.0% 2010-2011 Total 59.5 47.4% 0.0 0.0% 66.0 52.6% Fall 2011-2012 49.1 63.2% 0.0 0.0% 28.6 36.8% Spring 2011-2012 44.2 58.4% 0.0 0.0% 31.5 41.6% Summer 2011-2012 11.0 78.6% 0.0 0.0% 3.0 21.4% 2011-2012 Total 104.3 62.3% 0.0 0.0% 63.1 37.7% Fall 2012-2013 46.3 57.6% 0.0 0.0% 34.0 42.4% Spring 2012-2013 49.0 61.3% 0.0 0.0% 31.0 38.8% Summer 2012-2013 14.0 81.4% 0.0 0.0% 3.2 18.6% 2012-2013 Total 109.3 61.6% 0.0 0.0% 68.2 38.4%

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The Fulltime/Adjunct Faculty Ratio is calculated by dividing a program’s

adjunct’s ECHs by the sum of the Adjunct’s, Percent of Load’s, and

Fulltime Faculty’s ECHs. Figure 11 displays the Fulltime/Adjunct Faculty

Ratio information for the last four academic years. The highest semester

for Adjunct ECHs was Fall 2009-10 in which adjunct faculty taught 69.7%

of the program’s course load, as shown in Table 2. The three-semester

average for adjuncts (38.4%) in 2012-13 is not consistent with the

College’s general 65/35 Fulltime/Adjunct Faculty Ratio guideline.

Figure 11: Full-time/Adjunct Faculty Ratio

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22 Program Profitability

Relative Profitability Index (RPI-T)

Relative Profitability Index (RPI-T) is a measure of program profitability. It

is calculated by dividing a program’s income by the sum of its personnel

expenses and current expenses. Only Fund 10 financials are used in the

calculation of RPI-T; specifically, program revenues (GL 400000),

personnel expenses (GL 500000), and current expenses (GL 600000).

Program revenues (GL 400000) can include (1) student application fees

and tuition, (2) out of state fees, and (3) gifts from alumni and charitable

organizations.

Personnel expenses (GL 500000) can include (1) personnel salary expenses

for program management, and instructional staff, (2) personnel salary

expenses for OPS and student assistants, and (3) personnel benefits.

Personnel assigned to multiple programs may have partial personnel

expenses assigned to an individual program.

Current expenses (GL 600000) can include operating expenses for (1)

travel, (2) goods and services, and (3) materials and supplies. Current

expenses can also include scholarship and fee waivers.

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The RPI-T for the Digital Arts, Media and Interactive Web Design program

increased in 2012-13 (1.1) from the previous year (1.0), as shown in figure

12.

Figure 12: Fiscal Summary

Source: PeopleSoft Financial Production System: Summary of Monthly Organization Budget & Actuals Status Report (ORGBUDA1) from End of Fiscal Year Note: RPI data are displayed using two decimal places due to the proximity of the values.

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24 Program Improvements

Capital Expenditures

Capital Expenditures (Fund 10 and 16) for the Digital Arts, Media and

Interactive Web Design program (Org: 11260108) during the past three

years totaled $12,413. Program improvements made as a result of the

capital expenditures included transferring video tape to digital files for

computers, making connections between cameras, tape decks, and

monitors, as shown in Table 3.

Table 3

Digital Arts, Media and Interactive Web Design Program Capital Expenditures

Capital Expenditures

Year Capital _Outlay Account Purchase Description 2009-10 $0 700000

2010-11 $0 700000

2011-12 $12,413 700000 Digital HD Video Tape Deck- $2,128.86 AJA IO XT 10BIT 3G DUAL LINK HD/SD Input - Output Panels (2) - $2,875.78 SONY HDR-AX2000 AVCHD Handycam Camcorders (2), PEARSTONE DV Camcorder Bags (2), PEARSTONE BPS-F975

Batteries/Sony (2), SANDISK EXTREME SDHC Class 10 Cards (45MB/S) 16GB (4) - $7,408.31

2012-13 $0 700000

Total $12,413

Source: PeopleSoft Financial Production System: Summary of Monthly Organization Budget & Actuals Status Report (ORGBUDA1) from End of Fiscal Year

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Academic Outcomes

As part of SPC quality improvement efforts, academic assessments are

conducted on each AAS/AS/BS/BAS program every three years to evaluate

the quality of the program’s educational outcomes. The Digital Arts,

Media and Interactive Web Design program was evaluated through an

Academic Program Assessment Report (APAR).

Each of the program’s Program Learning Outcomes (PLOs) was evaluated

during the 2012-13 assessment. Each of the four PLOs is listed below:

1. MECHANICAL: The students will design and create mechanically

sound digital portfolios to showcase their best works. The portfolios

will be free of technical problems, easy to navigate as well as

adhere to the rules of Standard English, proper punctuation and

correct grammar.

2. ELEMENTS: The students will create an alluring interface which

grabs the attention of the viewers and invites them to explore, to a

deeper level, by using enhancements that enrich the showcase

milieu as well as the students’ ability and creativity.

3. STRUCTURE: The students will, through analysis, understand the

need for logical sequencing of information and for the viewer to be

able to hyperlink and control a portfolio’s environment by using

escape options and movement alternatives.

4. CONTENT: The students’ portfolios will present sufficient

information in a concise, original design to validate their skills and

abilities. This information will include the following: a resume, a

cover letter, documentation of education/training/certificates,

personal/professional reference letters, samples of audience

analysis, proposals, contracts, scripting writing, a shooting script, a

budgeted development, storyboarding, evidence of participation in

team projects and various projects which will illustrate critical

thinking as well as multiplicity of proficiency levels.

Means of Assessment

The purpose of the End of Program assessment is to make summative

interpretations for program improvement.

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26 The Digital Arts, Media and Interactive Web Design program used a

portfolio that contained examples of various assignments completed as

students progressed through the program. The criteria for success stated

students should obtain a mean greater than 3.5 (out of 5) or 7 (out of 10)

on various questions related to PLOs 1 - 4.

Data were collected only during the Spring semesters between 2010 and

2013, with the exception of Fall 2011 for which data were also collected.

The data findings for each PLO are displayed in Tables 4 - 7. The

three-year totals for each PLO show that the mean scores for all four PLOs

exceeded either 3.5 or 7 and met the criteria for success.

Table 4

Digital Arts, Media and Interactive Web Design Program Learning Objectives

Source: Academic Outcomes from 2012-13 Academic Program Assessment Report (APAR)

Table 5

Source: Academic Outcomes from 2012-13 Academic Program Assessment Report (APAR) PLO 1-Mechanical

3-Year Total Number of

Students Criteria for Success Mean Above/Below Criteria

Technical 59 7.0 9.0 Above

Navigation 59 7.0 8.5 Above

Sp/Grammar 59 7.0 9.1 Above

Completion 59 7.0 9.6 Above

PLO 2-Elements

Students

Criteria for Success

Mean Above/Below

Criteria

Screen Design 59 7.0 7.7 Above

(31)

Table 6

Table 7

The 2012-13 follow-up report was completed in July 2014. Each of the six

action items were successfully completed, and the results published in the

2012-13 follow-up report. The next assessment report is scheduled to be

completed during the 2015-16 academic year.

PLO 3-Structure

Organization 59 3.5 4.6 Above

Branching 59 3.5 4.1 Above

PLO 4-Content

Originality 59 3.5 4.6 Above

Content Presentation 59 3.5 3.9 Above

Skill Knowledge 59 7.0 8.4 Above

(32)

28 Stakeholder Perceptions

Student Survey of Instruction (SSI)

Each semester, St. Petersburg College (SPC) administers the Student

Survey of Instruction. Students are asked to provide feedback on the

quality of their instruction using a 7-point scale where 7 indicates the

highest rating and 1 indicates the lowest rating.

The purpose of the SSI survey is to acquire information on student

perception of the quality of courses, faculty, and instruction, and to

provide feedback information for improvement.

Beginning in Fall 2008, all SSI forms (except Clinical B) have been

administered electronically using an online format. During 2009-10, the

SSI items were reviewed and revised by a committee composed of faculty

and administrators. As a result of the revision process, the lecture,

non-lecture, and eCampus forms were consolidated into one form,

independent of modality, which has been administered online since Spring

2010.

As part of the instrument validation process, the results from the SSI over

the last few years were assessed for reliability and validity. The results of

this assessment suggested three underlying factors.

The three factors are faculty engagement, preparation and organization,

and course instruction. The survey questions are grouped into these

categories as defined below:

 Faculty Engagement – focuses on how successful the instructor was in

encouraging student performance, the instructor’s level of enthusiasm

for the subject and respect for students, how well the instructor

applied the stated grading policies including providing students

appropriate information to determine their grades, and the

instructor’s responsiveness to student questions outside of the

classroom.

 Preparation and Organization - focuses on the instructor’s overall

preparation for the course, the instructor’s ability to start and end

class on time, the amount of time spent on course-related activities by

(33)

the instructor, and the even assignment and appropriateness of course

material throughout the term.

 Course Instruction – focuses on the instructor’s clarity of instruction,

how well the course objectives were defined by the instructor, and

how well the instructor met student expectations.

SSI Results

The SSI survey is electronically distributed to all students enrolled in

traditional classroom sections, lab courses and self-paced or directed

individual study, and online courses at the College. The average scores are

all well above the traditional threshold (an average of 5.0) used by the

College for evaluating seven-point satisfaction scales during each

semester. The average survey results by semester and content area are

shown in Figure 13. The SSI survey administration is optional during

Summer semester, thus only Fall and Spring results are presented in this

report.

Figure 13: SSI Results

(34)

30 Summary

All the individual average content area scores were above the traditional

threshold (an average of 5.0) used by the College for evaluating

seven-point satisfaction scales. These results suggest general overall satisfaction

with the courses within the Digital Arts, Media and Interactive Web Design

program; specifically, as they relate to faculty engagement, preparation

and organization, and course instruction.

(35)

Advisory Committee

Community input and participation is an important component of the

educational process at the College. The advisory committees are an

example of community input. Advisory committees meet a minimum of

twice annually with additional meetings as needed for good program

coordination.

Advisory committee members are appointed by the College President to

serve a one-year term of office and must have a demonstrated

competency in the program specialty area or an understanding of the

program and of the community at large. An exception to the above may be

a lay person directly involved in a related program field such as

counseling, public relations, or administration of a business or industry.

Specific Functions of Advisory Committees are:

1. Assessing how the program meets the current occupational needs of

employers.

2. Reviewing and making recommendations on the program curriculum

and equipment.

3. Providing input to help prepare students for work in their chosen

field.

4. Assisting in recruiting, providing internships, and in placing

qualified graduates in appropriate jobs.

5. Expanding and enhancing St. Petersburg College’s reputation in the

community by fostering positive community relationships.

(36)

32 Recent Meeting Summary

A Digital Arts, Media and Interactive Web Design advisory committee

meeting was held on April 4, 2014. The meeting consisted of program

updates and announcements.

Program Updates and Announcements

Dr. Steele gave a fine arts update and mentioned how the program

intends to track graduates and graduate employment. There was also a

discussion about the “pause” on Bachelor programs by the state. It was

noted that the emphasis should be placed on the word “pause”

because there is still interest in pursuing the BAS program.

According to the program stats provided by Sandy DeCarlo, there are

more than 260 students.

Three program goals were also announced at the meeting and

included: 1) create a list of essential skills; 2) increase the number of

certificate outcomes; and 3) redesign the curriculum.

As far as an equipment list and purchases, the program is in need of its

own servers. To which Kevin Stanley suggested using the old ANGEL

server.

Eric Hulsizer spoke about his Advanced Video class and their

partnership with Arts Plus on PBS. There are four segments being made

for broadcast. Two had already been shot and were in the editing

phase. NOTE: All four were completed on May 15, 2014 and were

described as quite excellent.

The complete committee minutes along with the minutes from previous

meetings are located in Appendices B, C, and D.

(37)

Recent Alumni Survey Information

Twenty-nine Alumni Surveys were provided to the 2011-12 graduates of

the Digital Arts, Media and Interactive Web Design program. Responses

were received from 5 A.S. graduates and 2 Certificate completers.

Twenty-four percent of the graduates surveyed responded to the survey (7

of 29). None of the students gave permission to contact their employers,

so no employer surveys were sent out. Not all respondents answer every

survey question; therefore, the percentages listed below represent the

responses to each survey question in relation to the total number of

responses received for each question.

Notable results include:

 25.0% of recent graduate survey respondents, who were employed,

were employed full-time.

 40.0% of recent graduate survey respondents had a current position

related to their studies.

 57.1% of recent graduate survey respondents indicated their main

goal in completing a degree or certificate at SPC was to “Obtain

employment”; 14.3% “Change career fields”; another 14.3% “Earn

more money”; while the remaining 14.3% selected “Continue my

education”.

 42.9% of recent graduate survey respondents indicated that their SPC

degree allowed them to “Meet certification/training needs”; 28.6%

“Change career fields”; and another 28.6% “Continue my education”.

[Note: The total may exceed 100% as this question allows multiple

responses]

 71.4% of recent graduate survey respondents indicated that SPC did

“Very well” in helping them meet their goal; whereas, 28.6% said

“Adequately”.

 75.0% of recent graduates survey respondents indicated that they

earned less than $10.00 per hour (less than $21,000 annually); and

the remaining 25.0% indicated earnings between $15.00 and $19.99

per hour ($31,000 - $41,999 annually).

 42.9% of recent graduate survey respondents indicated they are

continuing their education.

 100.0% of recent graduate survey respondents would recommend

SPC’s Digital Arts, Media and Interactive Web Design program to

another.

(38)

34  An evaluation of Digital Arts, Media and Interactive Web Design

graduates’ general education outcomes is displayed in Table 8.

Graduates indicated high levels of satisfaction with their college

preparation in the area of general education outcomes. Thirteen

outcomes received mean scores between 4.0 and 4.4, eight outcomes

received mean scores between 3.6 and 3.9, and four outcomes

received mean scores between of 3.1 and 3.3.

Table 8

College Preparation Ratings for RecentDigital Arts, Media and Interactive Web Design Program Graduates

General Education Outcomes

(Five point rating scale with five being the

highest) Item Ratings

N Mean SD

Communicating clearly and effectively with

others through: Speaking 7 3.7 0.8 Listening 7 4.1 0.7 Reading 7 4.1 0.9 Writing 7 3.7 0.5

Your use of mathematical and computational

skills:

Comfort with mathematical calculations 7 3.3 1.0 Using computational skills appropriately 7 3.6 0.8 Accurately interpreting mathematical data 7 3.1 0.9

Using the following forms of technology:

Email 7 4.0 0.8

Word Processing 7 3.9 1.1

Spreadsheets 7 3.3 1.1

Databases 7 3.3 1.5

(39)

Table 8, continued

College Preparation Ratings for RecentDigital Arts, Media and Interactive Web Design Program Graduates

General Education Outcomes

(Five point rating scale with five being the

highest) Item Ratings

N Mean SD

Thinking logically and critically to solve

problems:

Gathering and assessing relevant information 7 4.3 0.5 Inquiring about and interpreting information 7 4.0 0.6

Organizing and evaluating information 7 3.6 0.5

Analyzing and explaining information to others 7 4.1 0.7 Using information to solve problems 7 4.1 0.7

Working effectively with others in a variety of settings:

Participating as a team player (e.g., group

projects) 6 3.8 0.8

Working well with individuals from diverse

backgrounds 6 4.2 0.8

Using ethical courses of action 6 4.3 0.8 Demonstrating leadership skills 6 3.8 1.0

Appreciating the importance of lifelong learning:

Showing an interest in career development 6 4.2 0.4 Being open to new ideas and challenges 6 3.8 1.0 Willingness to take on new responsibilities 6 4.2 1.0 Pursuing additional educational opportunities 6 4.0 0.9

Employer Survey Information

Employer surveys are sent out based on the permission provided by the

recent graduates in the 2011-12 recent alumni survey. Since permission

was not received from recent graduates, there is no Employer Survey

information available.

(40)

36 Occupation Profile

Five occupation descriptions were located in the Economic Modeling

Specialists International (EMSI) website for the Digital Arts, Media and

Interactive Web Design program. The occupation description titles were

Camera operators, television, video, and motion picture; Film and video

editors; Graphic designers; Multi-media artists and animators; and

Producers and directors.

Occupation Descriptions

The occupation description for Camera operators, television, video, and

motion picture 27-4031 used by EMSI is shown below:

Operate television, video, or motion picture camera to record images

or scenes for various purposes, such as TV broadcasts, advertising,

video production, or motion pictures.

The occupation description for Film and video editors 27-4032 used by

EMSI is shown below:

Edit moving images on film, video, or other media. May edit or

synchronize soundtracks with images. Excludes “Sound Engineering

Technicians.”

The occupation description for Graphic designers 27-1024 used by EMSI is

shown below:

Design or create graphics to meet specific commercial or promotional

needs, such as packaging, displays, or logos. May use a variety of

mediums to achieve artistic or decorative effects.

The occupation description for Multi-media artists and animators 27-1014

used by EMSI is shown below:

Create special effects, animation, or other visual images using film,

video, computers, or other electronic tools and media for use in

products or creations, such as computer games, movies, music videos,

and commercials.

(41)

The occupation description for Producers and directors 27-2012 used by

EMSI is shown below:

Produce or direct stage, television, radio, video, or motion picture

productions for entertainment, information, or instruction.

Responsible for creative decisions, such as interpretation of script,

choice of actors or guests, set design, sound, special effects, and

choreography.

National, State, and County Wage Information and Employment Trends

The distribution of 2013 wage information for Camera operators,

television, video, and motion picture; Film and video editors; Graphic

designers; Multi-media artists and animators; and Producers and directors

is located in Tables 9 - 13. The median hourly earnings for Camera

operators, television, video, and motion picture were $19.38 in the United

States and $16.08 in Florida. The median hourly earnings for Film and

video editors was $24.66 in the United States and $19.11 in Florida. The

median hourly earnings for Multi-media artists and animators was $29.50

in the United States and $22.59 in Florida. The median hourly earnings for

Graphic designers was $21.22 in the United States and $19.13 in Florida.

The median hourly earnings for Producers and directors was $34.31 in the

United States and $28.87 in Florida.

Employment trend information for occupations related to Digital Arts is

also found in Tables 9 - 13. Average annual increases in employment for

Camera Operators, Television, Video, and Motion Picture (-20.8% - 4.1%);

Film and Video Editors (-21.7% - 8.2%); Multi-media Artists and Animators

(1.4% - 11.5%); Graphic Designers (-11.8% - 2.7%); and Producers and

Directors (-7.4% - 8.3%) for the period between 2012 and 2017, across the

country, state, and county are shown.

(42)

38

Table 9

Wage and Trend Information for Camera Operators, Television, Video, and Motion Picture

Jobs (2013) % Change (2012-₂₀₁₇₎ Median earnings

US 16,375 2.8% $19.38/hr

Florida 1,036 4.1% $16.08/hr

Pinellas County 31 -20.8% $13.98/hr

Source: CareerSource Pinellas: EMSI (Economic Modeling Specialists International)| www.economicmodeling.com

Table 10

Wage and Trend Information for Film and Video Editors

US 21,996 8.2% $24.66/hr

Florida 2,117 5.0% $19.11/hr

Table 11

Wage and Trend Information for Multi-media Artists and Animators

US 30,332 10.7% $29.50/hr

Florida 924 11.5% $22.59/hr

Pinellas County 33 1.4% $21.39/hr

Table 12

Wage and Trend Information for Graphic Designers

US 192,997 2.7% $21.22/hr

Florida 10,742 -0.1% $19.13/hr

(43)

Table 13

Wage and Trend Information for Producers and Directors

US 90,011 8.3% $34.31/hr

Florida 4,084 5.6% $28.87/hr

Major Employers

Graduates of SPC’s Digital Arts, Media and Interactive Web Design program

are employed in various areas related to their field. The primary local

employers of these graduates include the Home Shopping Network, Gulf

Coast Ultrasound Institute, Promo Digital, Green Skin Productions, Derby

Lane, Bright House Sports Networks, and self-employment, as depicted in

Table 14.

Table 14

Major Employers

Employers of Digital Arts, Media and Interactive Web Design

Graduates

Home Shopping Network

Gulf Coast Ultrasound Institute- St. Petersburg

Promo Digital, Miami Beach

Green Skin Productions, Hollywood, CA

Derby Lane, St. Petersburg

Bright House Sports Network

Self-owned production companies

Source: 2011-12 Alumni Survey and Program Administrator Input

(44)

40 Total Placement

Total Placement is the percentage of students who have an acceptable

placement after graduation. Acceptable placement includes students who

are enlisted in the military, continuing their education, and/or employed

in their field within the first year of graduation. Only students with A.S.

and A.A.S degrees are used in the calculation. The Total Placement in the

Digital Arts, Media and Interactive Web Design program has remained at

100% for the past two years, as shown in Figure 14.

Figure 14: Total Placement

(45)

State Graduates Outcomes

To provide reference information for the employment trend data, program

graduate state outcome data are provided for all academic programs

included within Digital Arts, Media and Interactive Web Design. Digital

Arts, Media and Interactive Web Design program graduate state outcome

data are provided in Table 15.

Ninety-three students completed a state Digital Arts, Media and

Interactive Web Design program in 2010-11, of those seventy-six had some

matching state data and were employed. Fifty-nine percent (59%) of

employed state graduates were employed at least a full quarter, as

depicted in Table 15.

Table 15

Digital Arts, Media and Interactive Web Design Program Graduates 2010-11 Outcomes by Florida Community College

Florida Community College Total Completers # Found Employed # Employed for a Full Qtr % Employed For a Full Qtr FETPIP Pool # Training Related (Employed, Education, or Military) Placement Rate Daytona State College *** 7 5 56% 7 6 86% Florida State College at Jacksonville 18 12 9 50% 13 7 54% Miami Dade College *** 1 1 33% 1 0 0% Polk State College *** 5 2 33% 6 2 33% Santa Fe College 44 29 15 34% 30 22 73% Seminole State College of Florida 19 12 6 32% 13 11 85%

(46)

42

Florida Community College Total Completers # Found Employed # Employed for a Full Qtr % Employed For a Full Qtr FETPIP Pool # Training Related (Employed, Education, or Military) Placement Rate Valencia College *** 3 2 29% 4 3 75% Hillsborough Community College *** 1 1 100% 1 1 100% St. Petersburg College 12 6 4 33% 9 5 56% Total 93 76 45 59% 84 57 68%

Source: Florida Education and Training Placement Information Program (FETPIP), Community College Vocational Reports (http://www.fldoe.org/fetpip/pdf/1011pdf/fcs1011asc.pdf)

(47)

Digital Arts, Media and Interactive Web Design Program Overview

Associate in Science Degree:

Digital Arts, Media and Interactive Web Design

Certificates:

Digital Graphic

Digital Media Technology Interactive Web Design

Digital Media Technology Production

Digital Media Video Production

Video Game Foundations

Digital Arts, Media and Interactive Web Design

Comprehensive Academic Program Review

ii

Comprehensive Academic Program Review Produced by

Digital Arts, Media and Interactive Web Design Program

Jonathan Steele, Ph.D.

Dean, Humanities and Fine Arts

Department of Institutional Research and Effectiveness

Amy Eggers, M.A.

Research Analyst, Academic Effectiveness and Assessment

Robert Mohr, M.A.

Research Specialist, Academic Effectiveness and Assessment

Magaly Tymms, M.A.

Director, Academic Effectiveness and Assessment

Sabrina Crawford, M.A.

Executive Director, Institutional Research and Effectiveness

Table of Contents

iv

Executive Summary

2

4

SPC Mission Statement

The mission of St. Petersburg College is to promote student success and

enrich our communities through education, career development and

self-discovery. St. Petersburg College fulfills its mission led by an outstanding,

diverse faculty and staff and enhanced by advanced technologies, distance

learning, international education opportunities, innovative teaching

techniques, comprehensive library and other information resources,

continuous institutional self-evaluation, a climate for student success, and

an enduring commitment to excellence.

Introduction

In a holistic approach, the effectiveness of any educational institution is

the aggregate value of the education it provides to the community it

serves. For over eighty-five years, St. Petersburg College (SPC) has

provided a wide range of educational opportunities and services to a

demographically diverse student body producing tens of thousands of

alumni who have been on the forefront of building this county, state, and

beyond. This is due, in large part, to the College’s institutional

effectiveness.

Institutional Effectiveness

Institutional Effectiveness is the integrated, systematic, explicit, and

documented process of measuring performance against the SPC mission for

the purposes of continuous improvement of academic programs,

administrative services, and educational support services offered by the

College.

Operationally, the institutional effectiveness process ensures that the

stated purposes of the College are accomplished. In other words did the

institution successfully execute its mission, goals, and objectives? At SPC,

the Offices of Planning, Budgeting, and Research work with all

departments and units to establish measurable statements of intent that

are used to analyze effectiveness and to guide continuous quality

improvement efforts. Each of St. Petersburg College's units is required to

participate in the institutional effectiveness process.

The bottom-line from SPC’s institutional effectiveness process is

improvement. Once SPC has identified what it is going to do then it acts

through the process of teaching, researching, and managing to accomplish

6

its desired outcomes. The level of success of SPC’s actions is then

evaluated. A straightforward assessment process requires a realistic

consideration of the intended outcomes that the institution has set and a

frank evaluation of the evidence that the institution is achieving that

intent.

There is no single right or best way to measure success, improvement, or

quality. Nevertheless, objectives must be established, data related to

those objectives must be collected and analyzed, and the results of those

findings must be used to improve the institution in the future. The

educational assessment is a critical component of St. Petersburg College’s

institutional effectiveness process.

Educational Assessment

Educational programs use a variety of assessment methods to improve

their effectiveness. Assessment and evaluation measures are used at