Comprehensive Program Review (CPR) 2014-15 specifically provides students with a strong foundation...

Comprehensive Program Review (CPR) 2014-15

Program: MULTIMEDIA (NT)

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Program Description The non-transfer Certificate/Associate degree (AS) in Multimedia is designed to prepare

students for entry into careers associated with web design, animation and video production. This program specifically provides students with a strong foundation in information and graphic design applications and concepts, professional production skills, verbal and visual creativity, and individual and team accountability and interaction. For individuals currently working within these fields, there may be potential for salary and/or career advancement.

I. Program/Course/Assessment

A. Awards Using the data spreadsheet for your program, review the number of Associate

degrees and certificates awarded. Please provide your analysis and comments below.

Analysis/Comments: Any additional information or analysis that should accompany this data?

The Multimedia department continues to focus on new employment, and improving skills within existing

employment. Although Certificates and degrees impart value for some of our students, it is important

to note that Multimedia student focus is on employment. Many students take Multimedia courses and

go directly into the workforce. Employers in multimedia fields seek creativity as evidenced in portfolios,

and production evidence for hiring.

Additional data supports the employment focus. Students are surveyed after completing the Animation,

Web Design or Video Production capstone class. Students self-identify their fields of study. The

following charts, business names and comments reflect 1 year of data collected between 5/2013 and

5/2014. Note that 12% of the students surveyed identify areas outside Multimedia, such as General Ed,

Photography, etc.

Awards Earned

Name 09-10 10-11 11-12 12-13 13-14

AS.MUL 11 10 12 13 11

CT.MUL 15 13 5 8 5



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Businesses started in the past year:

Carole Masson "SPOT ON" DESIGN

Leo Boateng Abstrakt Mind Productions

carlotta ervin BADE

Anthony Truong Bits Photography

Charlene Perdew Charper Design

Richard lWitt Das Audio Productions

Debra Curran Debra Curran Photography/ShineOn Photography

Jennifer de Spain deSpain deSigns

Kevin Muhammad Kevykev Production

Kevin L Muhammad KLM Media Service

Bertha Murray Murray, Ortiz and Associates

Julie Pearcy My Sticky Designs

Rob Anderson rjanderson.us

Sarah Cirrito Sarah Cirrito web design and photography

Henry Von Gerichten Social Media by Joe, eMedia Insiders, Redzone Creative

Melissa Steele Steele Web Design

Breadon Steele Steele Web Solution

Oscar Robles The Fleeting Moment

Willie Shippen Willie Shippen Photography

Anthony King Next Journey Productions

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Started a Business Employed Helped inEmployment

Transfer

Results by Concentration

Web Design Video Production Animation



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Student Comments:

"I didn't receive a promotion or a raise but my job became a little more secure.

"My responsibilities were increased and my job became a little more secure.

Mostly my interesting in taking a web design course was to become more familiar with HTML

and CSS. I am planning on taking over as my company's intranet designer and felt that I needed

a little more understanding of. I have taken MUL-110 and MUL-112. MUL-112 has provided me

the most information.

I have taken class in video production, audio recording, history, and accounting. These courses

have helped me be more creative and providing me with more confidence.

I haven't been employed by a company yet, but the course has helped me create my own

website for my own business.

"I have been promoted from assistant DVD author to DVD Administrator in my job, as well as

Webmaster of my company's website.

It will help me get a better job and better to support my family. The courses I took were art 101,

project management, web design I and II, 3d design, animation I and II

The CAPP classes directly apply to my daily duties (i.e. create spreadsheets or databases), while

the multimedia classes give me skills to start a side business to supplement my household

income.

I took Multimedia 112, 114, 110, 131, and 218. It helped me to establish myself and become self

employed.

My courses helped me complete my general education that I need in order to get my associates

degree in both business administration and a social science.

My MSJC courses helped me understand the entertainment industry and has helped me build a

resume and portfolio for when I go looking for a job interview. I took both Animation 1 & 2, and

a few web design and Video production courses but I loved the animation the best.

I told them I am about to receive my AA degree and that played a role in me getting hired.

The courses I took here at MSJC have helped me toward my dream of becoming an Animatior

for a video game company. I took both Animation 1 & 2, some Web Design, and both Project

and Production Management.

"I am currently unemployed, but hopefully what I have learned at MSJC will help me in my near

future employment.

"These courses helped further my experience and knowledge in what I do as a Multimedia

Director.

I told them I almost have my AA degree and they hired me.

Courses at MSJC provide me with the tools that I need to accomplish my goals. I have many

friends that are interested in many fields that I am, but lack the knowledge to succeed. The

instructors of the Multimedia and Photography Department are outstanding.



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My courses helped me to keep my projects organized, and how to manage my time. I worked as

a Graphic Designer in Old Town Temecula, as of now I am Freelance.

The MSJC courses helped me stay abreast with current trends and changes in the Multimedia

field.

B. Courses Using the data spreadsheets for your program, review the data for courses in your

discipline. Please provide your analysis and comments in the space provided below.

B1. Success Rates

Please compare your success rates with both the Institutional Set Standard and Institutional Average success

rates. Note and analyze any significant differences between your rates and those of our district.

Institutional Set Standard 66%

Terms FA11 SP12 FA12 SP13 FA13 SP14

Institutional Average 71% 68% 69% 69% 69% 67%

All MUL Courses 62% 60% 67% 70% 68% 70%

Core Course Offerings (Face-to-Face) Success Rate

FA11 SP12 FA12 SP13 FA13 SP14

ART-120 72% 69% 82% 84% 83% 85%

MUL-110 57% 61% 64% 70% 75% 73%

MUL-112 67% 63% 68% 79% 61% 77%

MUL-114

Elective Course Offerings (Face-to-Face) Success Rate


MUL-123 59% 74% 66% 70% 64% 62%

MUL-125

MUL-131 87% 79% 92% 72% 74% 75%

MUL-133 78% 91% 88%

MUL-139 83%

MUL-140 38% 75% 71% 62% 58% 50%

MUL-149 100% 100%

MUL-218

MUL-299

THA-135 80% 80% 92%

Online Course Offerings Success Rate


CSIS-115A 72% 76% 48% 47% 38% 43%



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CSIS-125A 58% 67% 68%

MUL-110 58% 50% 56% 45% 50% 49%

MUL-112 53% 27% 67% 68% 40%

MUL-114 80% 88% 72%

MUL-123

MUL-125 45% 53% 82%

MUL-131

MUL-139

MUL-140

MUL-149

MUL-218 48% 42% 67% 55% 59% 87%

MUL-299

THA-135

Multimedia courses success rates vary based on multiple factors.

Success rates averaged from 2011-2014:

Core courses – 68%, STD 0.02(2)

Elective courses – 76%, STD 0.09(3)

Online courses – 60%, STD 0.12(5)

As shown, the greatest deviation occurs in online courses. This variation is expected due to the increase in variables when taught. NOTE: significant changes occurred within the college, department and with students over these three years.

Analysis/Comments: To improve student success and to ensure equity, what are the suggested

changes in curriculum, pedagogy, etc. as a result of the data?

It is important to recognize that Multimedia courses reflect the rigor required in the industry. Students taking industry-focused courses experience real-world project deadlines, college level writing requirements, and cumulative production assignments. These students are not required to assess in English or math.

Recognizing that Multimedia students needed more skills before enrolling in some courses, prerequisites were added to MUL 218, MUL 131, MUL 133, and MUL 125. The change in prerequisite was effective Fall 2014, therefore the effect remains unknown on success rates.

The following courses evidence significant differences:

Intro to Multimedia MUL 110

F2F rates = 74%

Online rates = 50%



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This course does not require assessment to gain entry. Therefore, counselors place DSPS students (who fill the seats through priority registration), and Limited English Speaking students into this course. In Spring 2013, multiple ESL students were placed into the online Intro to Multimedia course, prompting a conversation with Counseling regarding this practice.

Interactive Media I MUL 112

F2F rates = 69%

Online rates = 51%

Interactive Media I is a difficult web design course designed to prepare students to start their own business at the end of the course. Virtual practice is standard for this course and this is where online students struggle. In response to this difficulty, the course is now only offered once per year for those students who require online courses.

Video Production I MUL 123

FA13, 64%

SP14, 62%

In the last two semesters, the Video Production I success rates fell below 66%. This course is controlled by the Audio/Video department The course outline is dated and needs revision. Associate Faculty

teach this course. New Associate Faculty were hired to help support the course and concentration.

Regardless of these reasons, the Multimedia department actively seeks to improve student success

rates. Course revisions are ongoing this semester to insure that coursed reflect the industry and

evidences current instructional design. Last, short-term classes will be reviewed to determine whether

students can be successful in a compressed format.

B2. Withdrawal Rates

Please compare your withdrawal rates with both the Institutional Set Standard and Institutional Average

withdrawal rates. Note and analyze any significant difference between your rates and those of our district.

Institutional Set Standard 18%

Terms

Institutional Average 14% 16% 14% 15% 15% 15%

All MUL Courses 20% 25% 19% 20% 19% 19%

Core Course Offerings (Face-to-Face) Withdraw Rate


ART-120 12% 15% 13% 10% 6% 11%

MUL-110 11% 21% 19% 19% 5% 18%



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MUL-112 19% 33% 20% 15% 18% 14%

MUL-114

Elective Course Offerings (Face-to-Face) Withdraw Rate


MUL-123 24% 13% 10% 18% 17% 24%

MUL-125

MUL-131 11% 6% 6% 16% 21% 9%

MUL-133 17% 5% 8%

MUL-139 8%

MUL-140 38% 0% 14% 23% 25% 13%

MUL-149 0% 0%

MUL-218

MUL-299

Online Course Offerings Withdraw Rate


MUL-110 33% 33% 33% 43% 37% 41%

MUL-112 35% 73% 28% 32% 47%

MUL-114 15% 8% 16%

MUL-123

MUL-125 41% 11% 9%

MUL-131

MUL-139

MUL-140

MUL-149

MUL-218 38% 53% 17% 27% 29% 13%

MUL-299

THA-135

Analysis/Comments: To improve student success and to ensure equity, are there any suggested

changes in offerings (e.g. frequency, location), curriculum, pedagogy, etc. as a result of the data?

The entry level MUL 110 course withdrawal rates remain high. The Multimedia department put

in place rigid requirements for participation. The District stressed that we were not to allow

students sitting in the course doing nothing due to financial aid fraud. Unfortunately, this

occurs on a regular basis in this course (see the Success discussion).



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Addressing this rate also includes educating Counselors. Both students and counselors expect

technology courses to be less rigorous than academic courses. The student expectation usually

results in a failing grade or a drop from the course. Counselors place DSPS students regularly in

technology courses with the expectation those student will find success. Many times these

students fail or drop the course.

B3. Fill Rates

Please compare your fill rates with both the Institutional Set Standard and Institutional Average fill rates.

Note any significant difference between your rates and those of our district.

Fill rates exceed the district average.

Analysis/Comments: To improve student success, access and to ensure equity, are there any

suggested changes in offerings (e.g. frequency, location), curriculum, pedagogy, etc. as a result of the data?

This department continues to market its courses.

B4. Waitlists

Analysis/Comments: To improve student access and to ensure equity, are there any suggested

changes in your scheduled offerings (e.g. frequency, day vs. evening, location) as a result of this data? For

courses with large or small waitlist, what scheduling improvements have you devised to satisfy student

demand and maximize schedule efficiency (i.e. fill our classrooms!!)?

Waitlists are not excessive >10/course. Increased section offerings address this issue.



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B5. Assessment: Please list all courses assessed over the previous academic year (13-14) and mark

whether or not a Course Improvement Plan was completed within eLumen.

Courses Assessed Course Improvement Plan

MUL 110 ☒Completed ☐Not Completed

MUL 112 ☒Completed ☐ Not Completed


MUL 116 ☐Completed ☒ Not Completed





MUL 134 ☐Completed ☐ Not Completed




☐Completed ☐ Not Completed

Summary: Briefly summarize the 2013-14 assessment results for the above courses assessed last year as

documented in the Course Improvement Plans. Specifically, following department-wide discussion of learning

outcome data and analysis, what changes are being proposed to improve the learning of future students?

II. Planning and Resource Requirements

To inform the next round of institutional planning, please list and discuss your program goals and

objectives, along with any additional facilities, staff, technology, equipment and professional

development that would improve student learning or increase program quality and/or efficiency.

Specifically, connect your goals and needs with the analysis of program, course and assessment data

above.

A. Program Goals

Identify goals and objectives of your program and describe how you will attain them. Which of these will you begin

addressing this year?

The following goals will be initiated this year:

1. Establish a Tutor Center

a. Write Perkins and other grants

b. Reorganize DRL

2. Expand the video program

a. Increase sections

b. Write new courses, i.e. visual effects



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c. Fulltime faculty hire

3. Establish a gaming concentration

a. Get consortium input/model program information

b. Identify course options

c. Research viability

d. Write RAPs to support equipment needs.

4. Increase internships/expand internship partners

a. Work with new CTE counselor

b. Address internships in initial class presentation

c. Create marketing materials and portfolio preparation activities

B. Facilities

Identify facility needs (i.e. new facilities, improvements to existing facilities) based on the data and analysis above that

would improve student success, access and ensure equity.

This department is in need of space to support growth. In addition, multiple specialty rooms are

needed to house the Tutor Center, a green screen, and stop-motion animation equipment. In the

original move to the 900 building, this department lost a classroom. Currently, the department needs

at least one more classroom and a Tutor Center.

C. Staffing

Identify staffing needs (i.e. reclassification, new positions) from the data and analysis above that would improve

student success, access and ensure equity.

Fulltime IA

This department requires a full time instructional assistant. Due to this department’s multi-focused areas: animation, video, and web development, the workload is huge. In addition to running the Multimedia Tutor Center, hiring and supervising Tutors and providing non-stop student support, the instructional assistant also performs the following:

Develop the Multimedia classroom schedules, to identify and resolve conflicts.

Create and print classroom schedules.

Develop a new Orientation for each class and deliver it – within staff hour limitations.

Prepare classrooms for each class.

Identify computer and network problems, direct the problems to the correct facility for resolution and track the outcome and status of the problems.

Provide Instructional Aide support in the classroom when requested by instructor.

Provide support to students by advising on a wide range of problem areas.

Manage and maintain the cleanliness and operation of multimedia lab computers.

Recruit and supervise lab monitors (student workers) including orientation, training, work schedules, reporting hours and timesheets.

Submit/coordinate maintenance work orders & provide point of contact for requested actions.



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Create and maintain records of equipment, serial numbers, personnel contacts, and resources.

Maintain and manage stock photo, audio and video resources, and training materials.

Obtain quotes and submit purchase requisitions for materials and supplies.

Manage software upgrades and renewals.

Establish industry contacts for the benefit of the department.

Research hardware, software and products and solutions.

Create marketing materials.

Creates instructional materials.

Fulltime Faculty

The department requires two additional full-time faculty to support its programs. Currently, the

department has two full time faculty and a part time IA. One faculty member handles the web

development area and the other the animation area. This department must rely solely on Associate

Faculty to support the video area. The rigor of the Video concentration, combined with it unique logistic

requirements, makes it difficult to manage without fulltime faculty investment.

A full time faculty member is required to grow this area. Associate Faculty cannot create community

projects while limited to teaching three courses. This limits student employment experience and does

not meet community needs.

In addition, this department is dependent on Associate Faculty to function. This department operates on a full-time to part-time ratio of 2 to 12, far outside the Chancellor’s requirement of 25% to 75%. This department requires an additional full-time faculty member to teach the foundation courses currently taught by Associate Faculty.

D. Technology

Identify any technology needs (i.e. new/updated equipment, new/updated software, etc.) from the data and analysis

above that would improve student success, access and ensure equity.

The Tutor Center needs tracking software that scans student ID’s.

E. Equipment

Identify any equipment (i.e. office supplies, instructional equipment too expensive for the department budget) from

the data and analysis above that would improve student success, access and ensure equity?

Tri-caster case, tutor center furniture/computers, big screen TV for student work display

F. Professional Development

Identify professional development opportunities that would improve student success, access and ensure equity?



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Historically, this department has been the originator and host of activities to challenge students and

provide a feedback connection to our Industry Partners in the three CTE areas: Film/Video, Web Design

and Animation. Many of these activities also support our Middle School, High School FAVE MS/HS

Competition, we ran successfully for seven years.

A major goal for us this year will be the expansion of strong internship partners from our industries,

long-term. Then, to support that, we will collaborate with other industry organizations, such as user

groups and on-line connections that provide industry experts and feedback to our students and teach

them to network before they look for work.

Two of these support organizations are The ACME Network and MCA-I, San Diego. These serve both the

Animation and Video sectors.

III. Budget Allocation

RAP (Resource Allocation Proposal) Submissions

For which needs identified previously in this program review will you be submitting a RAP?

Instructional Aide to be changed from Part to Full-Time status, to reflect the scope of duties and

required time. Fulltime faculty needs. FAVE expenses and partnership needs.

IV. Final Summary

A. Based on the data and analysis contained in this review, please forward your three greatest needs to your

dean/division.

Fulltime Instructional Aide

Fulltime Video instructor

Established Tutor Center

B. Discuss any major activities/highlights/achievements and any student success innovations during the past year.

Over 2000 duplicated students received support in the Tutor Center. New Social Media

Marketing course offered in Fall 2014. President’s message successfully uploaded and distributed every

quarter.

C. Please list all faculty who participated in this review.

Rhonda Nishimoto, Don Smith, Monica Love

D. Any suggestions, concerns or constructive criticism regarding the MSJC program review process?

Comprehensive Program Review (CPR) 2014-15 specifically provides students with a strong foundation...

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