program review update 2010-11 - college of the …...palm desert campus uses a mac lab. going to mac...

1 Program Review Update 2016

Program Review Update 2015-16

Digital Design & Production (Report Due: October 15, 2016)

Program Description (source: Faculty)

Digital Design and Production (DDP) is the study of computer graphic design for print, web, and video. DDP courses teach foundational cross-over skills that prepare students for emerging fields in digital media including motion picture and television. Career paths chosen by students pursuing undergraduate studies in DDP commonly include graphic design, web design, animation, gaming, photography and video production. Careers in the discipline that generally require graduate-level degrees include college teacher, creative director and art director. Even students who choose not to major in DDP find that coursework in the field can improve their ability to think critically, solve complex problems, improve their skills on the computer, and develop research and analysis for design projects. College of the Desert’s DDP curriculum includes course offerings that provide a general overview of the discipline, as well as specific courses in Photoshop, Illustrator, InDesign, After Effects, Premiere, Dreamweaver, Applied Digital Photography and Work Experience. The College offers a Certificate of Achievement in DDP, an Associate of Arts degree, as well as courses leading to transfer. The certificate of achievement is designed to provide students with skills necessary for employment or advancement as graphic designers. Students earning the certificate may also choose to continue their study toward an associate, baccalaureate or advanced degree in the field. Past recipients of the COD Certificate of Achievement in DDP have obtained positions as graphic designers, art directors, and creative directors. Students earning an associate’s degree in DDP may pursue (entry-level) positions as graphic designers or may choose to continue their study in the discipline toward a bachelor’s or graduate degree. COD has transfer agreements with California State Universities in this discipline/program. However, transfer requirements at four-year colleges and universities vary from institution to institution; students should consult with a counselor for specific information regarding the transfer requirements of their preferred college or university.

NOTE Please note that only data as listed below has been updated in this document/template for the PRU 2015-16. The rest of data, (if any), and the document text has been copied from the last year PRU 2014-15 completed document.

Updated Data: • Student Success Data (table- success & retention rate) • FTES (chart) • Number of Sections (chart) • Resources: Staffing (table)

Please note that the Work Experience courses (XXXX-095A - H courses) are excluded from the data.


Students Served (source: Faculty) • Full time students seeking a certificate. • Full time students seeking a degree. • Part time students seeking workforce advancement. • Part time students seeking skills update. • Returning students seeking job training.

Discipline/Program Learning Outcomes (source: Curriculum Specialist) Upon completing a certificate or associates degree, students in the CTE PROGRAM will be able to:

• Transfer to a higher level learning institution. • Fulfill the requirements for an entry- level position in their field. • Apply critical thinking skills to execute daily duties in their area of employment. • Apply critical thinking skills to research, evaluate, analyze and synthesize information. • Demonstrate the skills and aptitude necessary to pass certification exams in their field. • Exhibit effective written, oral communication and interpersonal skills.

Course Level Assessment Completed (source: Faculty & OAC Coordinator) (See Appendix G of Academic PR) CYCLE 1

COURSES:

ASSESSMENT (Steps 1 – 3)

ANALYZE, REPORT & DISCUSS

(Steps 4 & 5)

COORDINATE and IMPLEMENT CHANGES

(Step 6)

COMMENTS

DDP-001A 17/SP

Fall 2017 Fall 2017

DDP-001B 17/SP Fall 2017 Fall 2017

DDP-002 17/SP Fall 2017 Fall 2017

DDP-010 17/SP Fall 2017 Fall 2017

DDP-011 17/SP

Fall 2017 Fall 2017

DDP-020 17/SP Fall 2017 Fall 2017

DDP-021 17/SP

DDP-031 17/SP

DDP-032 17/SP

Changes Implemented as a Result of the Assessments (source: Faculty utilizing OASR form) The full-time instructor in the DDP program retired in May/June 2016; the program is rebuilding and has two new adjunct faculty this semester along with four other adjuncts, the program has a total of six adjuncts and no full-time instructor. A full-time instructor needs to be hired for Fall 2017 to stabilize the program and allow forward progress on outcomes and assessments of all courses in this discipline.

Program Requirements from outside agencies (source: Faculty working with Dean) N/A


Student Success Data (source: Office of Institutional Research) Courses: DDP 2012-13 2013-14 2014-15 2015-16

Student Success Rate: 80.2% 81.1% 69.4% 75.8% Retention Rate: 90.7% 90.7% 84.2% 88.3% Note: Success rate is the percent of students who earned a grade of A, B, C, or Cr/P in course out of total enrolled in course at census. Retention rate is the percent of students retained in course until the end of the term out of total enrolled in course at census. Click here for more information on Success Click here for more information on Retention

http://www.collegeofthedesert.edu/fs/research/_layouts/xlviewer.aspx?id=/fs/research/Data%20Resources/Success.xlsx&Source=http%3A%2F%2Fwww%2Ecollegeofthedesert%2Eedu%2Ffs%2Fresearch%2FPages%2FData%2DResources%2Easpx&DefaultItemOpen=1

http://www.collegeofthedesert.edu/fs/research/_layouts/xlviewer.aspx?id=/fs/research/Data%20Resources/Retention.xlsx&Source=http%3A%2F%2Fwww%2Ecollegeofthedesert%2Eedu%2Ffs%2Fresearch%2FPages%2FData%2DResources%2Easpx&DefaultItemOpen=1


Click here for more information on FTES and # of Sections

Narrative Interpretation (source: Faculty) 2010-11: Although we are offering fewer sections this year, the FTES grew by about 8% last year. This is due to high student demand and allowing more students into classes. 2011-12: More courses were cut this year and now our FTES is reflecting that cut with a 9% decrease last year. Our largest decrease in class size was in the advanced courses because their numbers depend very much on the number of entry level courses that we offer. 2012-13: An increase of one section over last year. However, the program still continues to suffer the effects of program cuts from 2009 to 2012 with another 4% decrease in FTES over last year. Again, it is our advanced courses where the greatest drop in FTES has occurred because of cuts to entry level courses that are necessary to keep numbers in advanced courses up. 2013-14: Although we had a drop in sections, our FTES actually increased due to high demand for our courses. I anticipate more increase this year in FTES due to an increase in course offerings as well as continued high demand. 2014-2015: FTEs have increased as anticipated as well as the high demand for our classes. The economy is improving and so is the need for our students. Anticipation of further increases are expected. 2015-2016: We offered four less sections this academic year and still FTEs increased. Student success continues to rise with a 6.4% increase from 2014-15 and 4.1% in student retention. Our outreach efforts are emerging and are projected to increase FTEs and students success numbers as well as demand for more sections.

Resources: Staffing (source: Research Office)

FT Faculty by Load:

Click here for more information on Faculty Staffing Resources

Narrative Interpretation (source: Faculty)

http://www.collegeofthedesert.edu/fs/research/_layouts/xlviewer.aspx?id=/fs/research/Data%20Resources/FTES%202011-12%20to%202015-16%20Data.xlsx&Source=http%3A%2F%2Fwww%2Ecollegeofthedesert%2Eedu%2Ffs%2Fresearch%2FPages%2FData%2DResources%2Easpx&DefaultItemOpen=1

http://www.collegeofthedesert.edu/fs/research/_layouts/xlviewer.aspx?id=/fs/research/Data%20Resources/Faculty%20Staffing%20Resources%202011-12%20to%202015-16.xlsx&Source=http%3A%2F%2Fwww%2Ecollegeofthedesert%2Eedu%2Ffs%2Fresearch%2FPages%2FData%2DResources%2Easpx&DefaultItemOpen=1


As of Spring 2011 we were holding at about a 55% ratio of part time to full time faculty. I expect this number to drop as courses are cut. As of Spring 2012 we dropped to a 51% ratio of part time to full time faculty. As of Spring 2014 we were back up to a 61% PT/FT faculty ratio because all courses that were cut have been reinstated. As of Spring 2015 we were up to 65% PT/FT faculty ratio due to the increase in # of sections offered. As of Spring 2016 it appears that we had a drop in the PT/FT faculty ratio due to the drop in sections offered. Please note: The staffing and FTES information provided is not accurate - without spending hours on serious research, we cannot identify the problem but suspect that overlay classes are not counted correctly. We do not know if that impacts just the section count or if it also impacts the FTES and Staffing Resources.

Facilities (source: Faculty) 1) List of all facilities (Please indicate if any of these were added last year):

• Currently: One DDP computer lab in B8 with 27 stations. 2) Assessment of adequacy of current facilities:

• Anticipation of an increase in DDP enrollments increases the need for 4- 6 additional Mac computers

• Back-up server • Update Audio-Visual equipment

Equipment and Supplies (source: Faculty) Fall 2012 we added a large format printer from Perkins funds. The printer will be used to give our students experience with printing to industry standards. Spring 2013 we added more Wacom pen tablets to most of the stations in the lab. Spring 2014 we started discussions with our faculty, our dean, and the IT staff about moving our lab to Macintosh computers. There is a general consensus that this would bring us in line with industry standards as well as career path standards in the valley. Currently all of the High School graphics labs are Mac, some of the Middle Schools have Mac graphic labs, and the Graphics Program at the CSUSB Palm Desert campus uses a Mac lab. Going to Mac at COD would make sense both as an industry standard and lining up our program with the same platform used by all the other schools in the valley. Summer 2015 installed new Macs and updated software to Adobe CC. Beginning in Fall 2016 we hired two additional adjunct faculty to our existing four adjunct faculty making it six adjunct faculty and no full-time faculty. We started discussions with our dean, and the IT staff about updating our lab with new audio-visual equipment. In addition, looking to the future in video and photography adding more photography equipment such as a green screen, digital video camera, microphone, and a drone would align our program to what is happening in the field of digital design and in our area high schools. Currently many of the High School graphics labs are using video in their courses. This expansion would create an increase in career paths in the valley. Adding more photography and video equipment to DDP at COD makes sense both as an industry standard and lining up our program with the same platform used by other schools in the valley and in the region. Summer 2016 added Wacom digitizing tablets to each computer


Program Challenges (source: Faculty working with Dean) • Meeting student demand for more courses with no full-time DDP professor • Move to new lab has split the duties of our lab assistant between two labs. • If we continue to cut courses at the current rate we will eventually diminish the effectiveness

of the program by cutting required entry level courses. These courses are the basis of the entire program and if we do not have enough entry level students then our numbers will decrease in the advanced level courses.

• Advanced courses are back on track in 2014-15 because entry level courses have been reinstated. The challenge is going to be the ability to offer more sections in a lab that is already maxed out.

Report on completion of program objectives last year (objectives were specified on PRU two years ago) Other Program Accomplishments (source: Faculty)

• All computers have been upgraded to Macs • Upgraded software to Adobe CC • Able to offer Advanced Applied Photoshop for Photographers • Official high school articulation agreement with Coachella Valley high schools completed and

on file with the State Chancellor’s Office. • Currently working on transfer degree agreement with Cal State San Bernardino Palm Desert

Campus Graphics Program. Four courses approved for credit in the CSU Graphics Program: DDP001A, DDP001B, DDP002, and DDP20.

• Two above items mean that we have successfully created a pathway from K-12 to COD to Cal State University.

• Wacom tablets were added to lab in B8. • Was not able to retain last year’s number of core required courses because of cuts in number

of sections offered.

Current Program Objectives (taken from last year’s PRU) 1.

Program Objectives for next year (source: Faculty, working with Dean as needed) 1. Transfer degree with CSU 2. Remove prerequisites to collaborate with Art 3. Implement Adobe Certification industry credentials to meet Strong Workforce objectives.


PROGRAM REVIEW UPDATE ADDENDUM

Program Name: Digital Design Production 1. NEEDS

A. NEW OR REPLACEMENT FACULTY 1

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position.

1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

List faculty positions needed for the upcoming Academic Year. Please justify and explain each Faculty request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

Indicate New (N) or

Replacement (R)

Annual TCP*

1. Replacement of David Acquistipace (retired) Reason: This is a growing, in-demand program with currently no full-time faculty to handle career pathways, outreach, advising, marketing, additional classes and other duties required by the college, school, department, and discipline.

R

100,000

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:


Program Name: _______________________________________

B. NEW OR REPLACEMENT CLASSIFIED STAFF 2



List classified staff positions needed for the upcoming Academic Year. Please justify and explain each Classified Staff request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

Indicate New (N) or

Replacement (R)

Annual TCP*

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:


Program Name: _______________________________________

C. NEW OR REPLACEMENT ADMINISTRATOR 3



List administrator positions needed for the upcoming Academic Year. Please justify and explain each Administrator request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

Indicate New (N) or

Replacement (R)

Annual TCP*

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:


Program Name: Digital Design Production

2. Equipment (excluding technology) Needs Not Covered by Current Budget 4

List Equipment or Equipment Repair Needed for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

*Indicate whether

Equipment is for

Instructional (I) or Non-

Instructional purposes (N)

Annual TCO**

Cost per item

Number Req’d

Total Cost of Request

1. Software updates to latest versions: Adobe Creative Cloud; Photoshop, Adobe, Dreamweaver, etc. Reason: Update with the latest version to stay current in meeting industry standards

I

$5,500

1

$5,500

2. Six Mac computers Reason: Expand enrollment

I

$2,400

6

$14,400

3. Audio-visual equipment upgrade Reason: Current equipment is not working together properly and is very out-of-date.

I

$19,000

1

$19,000

4. Reversible/flex – Blue & green screen background Reason: Adding this tool to photography and New Media classes will add new skill sets for students in the area of animation, videography and photography.

I

$75

2

$150

5. Canon EOS 80D SLR Kit with EF-S 18-55mm f/3.5-5.6 Image stabilizer STM Bundle Reason: Currently many of the High School graphics labs are using video in their courses this purchase will allow DDP to stay relevant, enhance and align more adequately with incoming students’s skill set.

I

$1,400

2

$2,800

6. DJI Phantom 3 Adv, Quadcopter Drone 1080P camera & three axis Gimbale with extra battery and custom case Reason: Drone technology is an emerging field currently being used by Palm Springs Life magazine, wedding photographers and corporations. This tool will give students hands-on experience to enhance their learning experience and develop new skill for the future.

I

$900

1

$900

7. Audio-Technica AT897 – Shotgun Microphone Kit Reason: Currently many of the High School graphics labs are using video in their courses this purchase will allow DDP to stay relevant, enhance and align more adequately with incoming students’s skill set.

I

$300

2

$600

* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use).



Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff). ** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage.


Program Name: _________________________________________ 3. Technology (Computers and equipment attached to them) ++

Needs Not Covered by Current Budget: 5 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner,

cartridges, etc)

Annual TCO* Priority EQUIPMENT

REQUESTED

New (N) or

Replace-ment

(R)

Program: New (N) or Continuing

(C)

Location (i.e Office, Classroom,

etc.)

Is there existing

Infrastruc-ture?

How many users

served?

Has it been

repaired frequent

ly? Cost per

item Number

Requested Total Cost of Request

1. Usage / Justification

Mac computers N Classroom Y 420+

$2400 6 $14,400


Audio-visual equipment upgrade N Classroom Y 420+

$19,000 1 $19,000


Reversible/flex – Blue & green screen background N Classroom Y 420+

$75 2 $150


Canon EOS 80D SLRSTM Bundle N Classroom Y 420+

$1,400 2 $2,800


DJI Phantom 3Advm, Quadcopter Drone N Classroom Y 420+

$900 1 $900


Audio Technica Shotgun Mic N Classroom Y 420+

$300 2 $600


* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates. ++ Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.

Remember to keep in mind your college’s prioritization rubrics when justifying your request.

5 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.


Program Name: _________________________________________ 4. Facilities Needs Not Covered by Current Building or Remodeling Projects*6

List Facility Needs for the upcoming academic year. (Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.

Annual TCO*


1. Two tables with six chairs Reason: Accommodate the new Mac computer stations and expand enrollment

$5000

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

* Please contact your college VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages.



Program Name: Digital Design Production

5. Professional or Organizational Development Needs Not Covered by Current Budget*7

List Professional Development Needs for the upcoming academic year. Reasons might include in response to assessment findings or the need to update skills to comply with state, federal, professional organization requirements or the need to update skills/competencies. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested


1. Adobe Software Certification – Certiport Reason:

$6,850

1

$6,850

2. Doing What Matters Digital Media Conference Reason:

$500

3

$1,500

3. Adobe Video World – September 2017 Reason:

$3500

2

$7000

4. Adobe Learning Summit – November 2017 Reason:

$2500

2

$5000

5. Adobe eLearning Conference – May 2017 Reason:

$3500

1

$3500

6. Reason:

*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.



Program Name: _________________________________________ 6. Student Support Services (see definition below**)

Services needed by your Program over and above what is currently provided by student services at your college. These needs will be communicated to Student Services at your college 8

List Student Support Services Needs for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time.

1. Dedicated CTE/Business Counselor housed in ASBU Reason: Job Placement These programs have unique needs such as CTE pathways, Regional Consortium approvals, Community Advisory Committees, Perkins Grant Guidelines, Deputy Sector Navigator communication etc. Programs change quickly to keep up with industry demand. Courses must be reviewed every 2 years and are frequently changed. The dynamic nature of business and career programs calls for specialized and intimate program knowledge that may not be possible from general counselors. 2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

**Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.



Program Name: _________________________________________ 7. Library Needs Not Covered by Current Library Holdings 9 Needed by the Program over and above what is currently provided. These needs will be communicated to the Library

List Library Needs for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:



Program Name: _________________________________________

8. Learning Support Center Services Not Covered by Current budget *.

List Learning Support Center Services Needs If your unit is responsible for running a learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not include laboratory components that are required of a course. Place items on list in order (rank) or importance.

Total Cost of Requests If the cost is the responsibility of an administrative unit you

do not need to list it here.

Cost per item

Number

Requested Total Cost

Ongoing (O) or

one-time (OT) cost

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

*It is recommended that you speak with your college IMC and/or Lab Coordinators to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.


Program Name: _________________________________________ 9. OTHER NEEDS not covered by current budget 10

List Other Needs that do not fit elsewhere. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number

Requested Total Cost of

Request

1. Book loan program five copies of each course’s (7) textbook Reason: For students who do not have the resources to purchase textbooks

$50

35

$1750

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

Completed by: Mari Abril

Date: 10/15/2016



Career and Technical Education Program Review Addendum

In compliance with Education Code Section 78016 (a) Every vocational or occupational training program offered by a community college district shall be reviewed every two years by the governing board of the district to ensure that each program, as demonstrated by the California Occupational Information System, including the State-Local Cooperative Labor Market Information Program established in Section 10533 of the Unemployment Insurance Code, does all of the following:

1) Meets documented labor market demand; 2) Does not represent unnecessary duplication of other manpower training programs in the area; and, 3) Is of demonstrated effectiveness as measured by the employment and completion success of its students.

The CTE Launchboard The CTE Launchboard is a statewide system supported by the California Community Colleges Chancellor’s Office and hosted by Cal-PASS Plus. The Launchboard is free to use but a login and password need to be requested. You can request a new account here.

Once in the Launchboard, you have access to reports summarizing program outcomes and detailed tables with historical, regional, and state comparison data.

After this selection, you can pick the college, sector or program (by TOP code) and year. Please note that for some measures, like wages and employment, the most current data is 2 or 3 years prior.

The data in the Launchboard comes from the CCCCO MIS data, EDD UI Wage data, CTE Outcomes data, EMSI labor market information on jobs and salaries, and Insight Center for Community Economic Development.

https://www.calpassplus.org/user/login.aspx?ReturnUrl=%2fLaunchboard%2fSnapshot.aspx


1. Meets documented labor market demand

2. Does not represent unnecessary duplication of other manpower training programs in the area

3. Is of demonstrated effectiveness as measured by the employment and completion success of its students.

Here is a snapshot of these and other questions on the Launchboard:

The Office of Institutional Research can help with this information as well as other information you might

need.

mailto:[email protected]?subject=CTE%20Data%20for%20Program%20Review


CTE DDP PRU Data from the Launchboard, Fall 2016 Mari Abril, MS,MA June 28, 2017

DDP EXECUTIVE SUMMARY

Digital Design and Production (DDP) is the study of computer graphic design for print, web, photography, and video. DDP courses teach foundational cross-over skills that prepare students for emerging fields in digital media including gaming, web, motion picture and television. Career paths chosen by students pursuing undergraduate studies in DDP commonly include graphic design, web design, animation, gaming, photography and video production. People who can design for both print and the web are the most highly sought by employers. DDP courses establish a strong foundation in both the technical and artistic aspects of the digital industry. Even students who choose not to major in DDP find that coursework in the field can improve their ability to think critically, solve complex problems, improve their skills on the computer, and develop research and analysis for design projects. The DDP department currently has six adjunct instructors and no full-time faculty. The full-time instructor in the DDP program retired in May/June 2016; the program is rebuilding but needs a full-time instructor to meet the demands of future enrollments.

CURRENT DDP ADJUNCT FACULTY

Left to right: Mari Abril, Maile Klein, Mike Patterson, Denise Reilley, Kerri Seichter and Rebecca Soltes

In preparing the data for this report, it has recently has come to our attention that is another TOP Code 1030.00 that is also collecting data for Digital Design/Media. Table 3: COD programs and associated TOP codes and TOP code titles

CTE Programs Academic_Program CB03 TOP6_Title

Digital Design & Production 061406 Computer Graphics and Digital Imagery Digital Design & Production 103000 Computer Graphics and Digital Imagery

Office of Institutional Research


CTE Programs Academic_Program CB03 TOP6_Title

Work Experience 061460 Computer Graphics and Digital Imagery Because we discovered this information quite recently, we were not able to gather the data from Launchpad in time for this report. However, please refer to the following chart for specific data for relating to TOP Code 1030.00:

This data is enhances the 0614.00 data as you can see below:

Digital Design & Production TOP Code TOP Code Title 061460 Computer Graphics and Digital Imagery

1. Meets documented labor market demand

TOP Code 061460: Computer Graphics and Digital Imagery


2. Does not represent unnecessary duplication of other manpower training programs in the area


Is of demonstrated effectiveness as measured by the employment and completion success of its students.




Program Credibility/Career Potential

We continue to connect with local area high schools in setting up Pathway and concurrent enrollment contracts to direct students to our DDP courses. All DDP program courses are aligned with the transferability to advanced degrees that increase job opportunities as well as earning potential. In addition to transfer agreements with UC/CSU systems, the DDP program has a direct connection with CSUSB in the area of Graphic Design & Marketing. This program path combines core marketing knowledge with graphic design skills so that you can help companies create effective traditional and online marketing campaigns that are built on strong business and design fundamentals. This program provides students with a broad exposure to the fundamentals of business and economics. In addition, students receive specialized training in marketing and creative design.

What students learn from the coursework in DDP classes prepares them to remain current in graphic design and related fields. The curriculum includes course offerings that provide a general overview of the discipline, as well as specific courses in the industry standard software Adobe Creative Suite;


Photoshop, Illustrator, InDesign, After Effects, Premeire, and Applied Digital Photography. The software is delivered via Adobe’s Creative Cloud which updates to the current version allowing students and faculty to constantly stay current.

Shifts in technology happen all the time and graphic design is not immuned. DDP faculty keep current with trends through current events and using on-line training service www.lynda.com.

Graphic designers have a unique ability to work for companies anywhere in the world because of the internet thus increasing their job and earning potential beyond the immediate job market area.

Emerging Occupations

A wonderful resource for industry trends in this field is the Digital Media Educators’ conference which brings together faculty from all California community colleges. The conference focuses on identifying the digital media elements in every aspect of the world as a whole and specifically in business and the workplace. It also addresses issues and best practices for teaching digital media for business in the Community College and/or High School setting. In addition, it encourages conversations on what lies ahead for the Digital Media industry sector.

program review update 2010-11 - college of the …...palm desert campus uses a mac lab. going to mac...

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