Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2021-2022	cdietz@cnm.edu	2022-11-17T18:10:54.788Z

School	Name of Program	Courses
AT	ARTS Creative Fine Arts Gen Ed	ARTS 1240,ARTS 1250,ARTS 1610

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
In Spring 22 Art studio courses were for the first time offered in new facilities which created instructional adjustments and challenges. Art studio course are also creative art making courses that involve the physical construction of artworks. Critical thinking and communication is demonstrated through the drawing or design process and through the critique process, which is verbal and conversational. The assessment process developed and administered through CAT has students respond to a written prompt with an essay. This form of assessment does not reflect the mode with which our students use these outcomes in our studio environment. Also the assessment was administered through Microsoft forms which does not notify faculty if their students have completed the assessment or give faculty the actual submissions. I think this procedure is problematic.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

In Spring 22 Art studio courses were for the first time offered in new facilities which created instructional adjustments and challenges. Art studio course are also creative art making courses that involve the physical construction of artworks. Critical thinking and communication is demonstrated through the drawing or design process and through the critique process, which is verbal and conversational. The assessment process developed and administered through CAT has students respond to a written prompt with an essay. This form of assessment does not reflect the mode with which our students use these outcomes in our studio environment. Also the assessment was administered through Microsoft forms which does not notify faculty if their students have completed the assessment or give faculty the actual submissions. I think this procedure is problematic.

Part 3: Data Review

	2019-2020	2020-2021	2021-2022
Annual number of graduate awards is greater than 10	n/a	n/a	n/a
Number of declared majors	n/a	n/a	n/a
Average Class Size	16.7	16.5	15.5
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	13%	19%	19%
Annual C-Pass rate for coursework is 60% or above	74%	62%	68%
Average class fill rate at 60% or above capacity within a term or over a year	86%	82%	80%
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	31%	33%	19%

Summarize how your program met or did not meet the target measures based on the data above
Average class fill rate at 60% or above capacity - Met and exceeded fill rate Annual retention rate is 70% or above (SAGE 65%) - Our retention rate stayed steady from following year Annual C-pass rate for coursework is 60% or above - The C-pass rate increased by 6% from the following year Annual number of graduates is greater than 10 (for degree and certificate programs only- N/A

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description
Communication (PLO)	ARTS 1250, 1610	Other External Evaluator
Critical Thinking (Gen Ed & PLO)	ARTS 1250, 1610	External Evaluator Other
Personal & Social Responsibility (Gen Ed)	ARTS 1250, 1610	External Evaluator Other

Interpretation of Assessment findings
Results for students (n=179) in Creative and Fine Arts (CFA) classes demonstrated strong skills for problem identification in the spring assessment, with more than 70% scoring as developing or proficient. But less than 50% of CFA students attained developing or proficient scores for the other critical thinking dimensions. That said, the four critical thinking dimensions show moderate to strong correlations. CAT's assessment process and data does not give meaningful and practical information that can be applied to the curriculum in these hands on studio courses. A more appropriate process needs to be developed in order to generate data that will be easier for us in the art department to understand and use.

Interpretation of Assessment findings

Results for students (n=179) in Creative and Fine Arts (CFA) classes demonstrated strong skills for problem identification in the spring assessment, with more than 70% scoring as developing or proficient. But less than 50% of CFA students attained developing or proficient scores for the other critical thinking dimensions. That said, the four critical thinking dimensions show moderate to strong correlations. CAT's assessment process and data does not give meaningful and practical information that can be applied to the curriculum in these hands on studio courses. A more appropriate process needs to be developed in order to generate data that will be easier for us in the art department to understand and use.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022	For the upcoming year, we will work on developing a meaningful assessment process that will be more appropriate for the art studio learning environment and curriculum.	Data gathered is difficult for faculty to understand and therefore use as a guide for change.
2021-2022	For the upcoming year, we will work on developing a meaningful assessment process that will be more appropriate for the art studio learning environment and curriculum.	Data gathered is difficult for faculty to understand and therefore use as a guide for change.
2021-2022	For the upcoming year, we will work on developing a meaningful assessment process that will be more appropriate for the art studio learning environment and curriculum.	Data gathered is difficult for faculty to understand and therefore use as a guide for change.

Please select all of the following that characterize the types of changes described in the above action plan

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