NORCO COLLEGE ANNUAL INSTRUCTIONAL PROGRAM REVIEW

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1



NORCO COLLEGE
ANNUAL INSTRUCTIONAL

PROGRAM REVIEW


Unit
: __
Simulation and Game Development (
GAM
)


Please give the full title of the discipline or department
. Y
ou may submit as a discipline or department as is easiest for your unit


Contact Person:
__
Ju
dy Perry________

Due

in draft
:
March 15
,

2012

Final drafts due: June 1, 201
2

Please send an electro
nic copy to
the Vice President; Academic Affairs

Norco:
Diane.Dieckmeyer@norcocollege.edu

I
f you are
CTE
:
Kevin.Fleming@norcocollege.edu






Form Last Revised:
December

201
1


Norco College


Web Resources:
http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx



2

Annual Instructional Program Review Update

Instructions


*
Please retain this information for your discipline’s/department’s use (or forward to your

chair).


The Annual Self
-
Study is conducted by each unit on each
college
and consists of an analysis of changes within the unit as well as significant new resource needs
for staff, resources, facilities, and equipment. It should be
submitted
in draft

e
very year by
March 15
th
(or the first working day following the
15
th
)
, with final
drafts due on
June 1
,

in anticipation of budget planning for the fiscal year, which begins July 1 of the
following

calendar year.


Extensive data sets have been distributed

to all Department Chairs and are linked to the Program Review website (password 11111). Chairs have received training
on the use of these data sets. Please consult with your Department Chair or Raj Bajaj for assistance interpreting the data r
elevant to
your discipline. Note that you
are only required to mention data relevant to your analysis or requests. Should you wish assistance with research
analysis
please fill out the form at
http://academic
.rcc.edu/ir/requestform.html

and you will be contacted to schedule a time to discuss analysis of your data. You may also request a labor market
analysis using this form.



The questions on the subsequent pages are intended to assist you in planning for
your unit
.


The forms that follow are separated into pages for ease of distribution to relevant subcommittees.
Please keep the pages separated

if possible (though part of the
same electronic file),
with the headers as they appear
, and be sure to include y
our unit, contact person (this may change from topic to topic) and date on each
page submitted. Don’t let formatting concerns slow you down. If you have difficulty with formatting,
Nicole C. Ramirez

can adjust the document for you.
Simply add responses
to those questions that apply and forward the document to

nicole.ramirez@norcocollege.edu

with a request to format it appropriately.


If you cannot identify in which category your request
s

belong or i
f you have complex
-
funding requests please schedule an appointment with your college’s Vice
President for Business Services right away. They will assist you with estimating the cost of your requests. For simple requ
ests such as the cost of a staff member
,
please e
-
mail your Vice President. It is vital to include cost estimates in your request forms. Each college uses its own prioritiza
tion system. Inquiries regarding
that process should be directed to your Vice President.



Norco:

VP Business Services


951
-
372
-
7157











3

Mission

Norco College

provides educational programs, services, and learning environments for a diverse community. We equip our students with the k
nowledge and
skills to attain their goals in higher, career/technical, and continuing

education; workforce development; and personal enrichment. To meet the evolving
community needs, Norco College emphasizes the development of technological programs. As a continuing process we listen to ou
r community and respond to
its needs while engagi
ng in self
-
examination, learning outcome assessment, ongoing dialogue, planning and improvement.



Vision

Norco College

is a dynamic center for learning, student success, cultural enrichment, and community development and is an innovative leader

in providi
ng
relevant, accessible, and affordable educational programs.


Goals and Strategies 2008
-
2012


Goal 1: Increase
S
tudent
R
etention,
P
ersistence,

and S
uccess


1. Norco College will reduce its first
-
semester attrition rate from 48% to 42% in three years; an
d to 38% in five years.

2. Norco College will reduce its first
-
year attrition rate from 64% to 58% in three years; and to 52% in five years.

3. Norco College will increase the percentage of students who declare degree

and/or transfer as their educational

goal that compete a Student Educational Plan
(SEP) to 25% in three years and 50% in five years.



Goal
2
:
Improve the
Q
uality of
S
tudent
L
ife


1.

Norco College will increase the number of students

who report spending more than six hours per week on cam
pus (
as reported on the CCSEQ*) from
13.6% to 20% by 2010 and 25% by 2012.

2. Norco College will increase

attendance at student club or organization meetings (as reported on the CCSEQ) from 29.1% to 35% by 2010 and to 40% by
2012.

3. Norco College will i
ncrease the rate of participation in a campus projected or event sponsored by a student organization or club (as reported on
the CCSEQ)
from 22.1% to 28% by 2010 and to 34% by 2012.

4. Norco College will increase the rate of attendance at school plays, da
nces, concerts, and theatre productions (as reported on the CCSEQ) from 31.3% to
36% by 2010 and to 41% by 2012.

5.
Norco College will increase the rate of
participation in athletics and recreation
(as reported on the CCSEQ) from
16.2
% to
21
% by 2010 and
to
26
% by
2012.

6.
Norco College will increase the rate of
participation in a student group or club
-
sponsored project or event off
-
campus
(as reported on the CCSEQ) from
18.6
% to
24
% by 2010 and to
29
% by 2012.


4


Goal
3
:
Increase Student Access


1. Norco

College will achieve an enrollment growth target of 3.8% annually until 2024 and then 3% thereafter until 2038.

2. Norco College will work towards achieving and maintaining the racial/ethnic distribution of faculty, staff, and students
that is
representa
tive

of the
population of [its] Riverside Community College District service area.

3. Norco College will expand access to its programs

and services on both the Norco campus as well as in the south Corona area
. Towards this end, the
College will establish

a south Corona educational center by 2013 and enroll 1,000 FTES at the center by 2018.

4. Norco College will work with the city of Norco to approve and construct a roadway providing southerly ingress and egress
to the Norco campus.

5. Norco College will

maintain its current student
-
faculty ratio.




Goal
4
:
Enhance Academic Programs and the Learning Environment to meet Student and Community Needs


1. Eighty percent (80%) of the programs at
Norco College will be self sufficient

with students being able
to complete them by taking courses only at Norco
College

in three years; and 100% will be self
-
sufficient in five years.

2.


Norco will make steady progress

through adding courses in current programs, through carefully adding additional programs, through m
ore aggressive
marketing, and through having more students complete Student Educational Plans

in closing the gap between its current students


profile, as defined by
students’ educational goals, and the 40%
-
40%
-
20% distribution (transfer
-
career/technical
-
p
ersonal enrichment).

3.
By 2012, 20% of the library collection will be made up of materials published after 2000, and 50%

of the volumes will have been selected by

Norco
faculty.

4.

Program
-
level SLOs will be identified for 100%

of Norco programs by 2009
.

5.

One hundred percent (100%) of Norco College

academic programs will be reviewed in three

years, and ongoing program reviews will be

conducted each
a
cademic year.




Goal 5: Enhance
I
nstitutional
E
ffectiveness


1.


Norco College will develop and activa
te an independent website by the beginning of the fall

2008 enrollment period.

2.

Norco College will publish its own College catalog by September 2009.

3.

Norco College will create a marketing plan by September 2009.



5

I.
Norco College
Annual
Instructio
nal
Program Review Update


Unit:
Simulation and Game Development (GAM)


Contact Person: _____
Judy Perry
_______

Date: ____
3/2/12
__________


Trends and Relevant Data


1.

Have

there been any change
s

in the status of your unit? (if not, skip to #2)


a.

Has your u
nit shifted departments?


The new Simulation and Game Development discipline (GAM) was created to house the new curriculum and programs developed i
n the area
of game development;
specifically to support the objectives of the Title V: Portal to Your Futur
e grant. The GAM discipline includes many
classes cross
-
listed with CIS
or

CSC and is housed in the BEIT department.


b.

Have any new certificates or complete programs been created by your unit?


Yes, 5 new GAM
certificates and A.S. degrees
have been
created
this year

and
completed
the
internal
New Program Approval process.
We anticipate state approval of these programs for the
fall

2012 semester.


These five new programs are:



Game Design



Game Art: Environment and Vehicle Modeling



Game Art: Character Design



G
ame Art: 3D Animation



Game Audio (most classes are in the MUC and MUS discipline with a few in GAM and CIS including the GAM capstone class.)


c.

Have activities in other units impacted your unit? For example, a new

M
ulti Media Grant
could cause greater dema
nd for
Art

courses.


The award of the Title V: Portal to Your Future gran
t and the Title V: CoOp grant has resulted

in expanded and enhanced programs in the
GAM area. The demand for GAM classes is greater than the number of course offerings.




6


2.

List your
retention and success rates as well as your efficiency. Have there been any changes or significant trends in
the data?

If
so, to what do you attribute

these changes?



Please see the attached revised Excel spreadsheet for reference.
The efficiency calcul
ations provided are not accurate due to the 18 hour lab
component being added to some lab faculty member’s faculty load which skews the result. However, for retention and success ra
tes, David Torres
provided data which combines cross
-
listed courses into on
e set of data which represents one course. That data is accurate. For GAM courses, the
following data was provided for retention and success rates.


GAM
-
38A


Retention

Success


10 Fall

91%

88%


10 Spring

94%

85%


09 Fall

94%

68%


09 Spring

96%

96%





GAM
-
38B


Retention

Success


10 Fall

96%

54%


10 Spring

95%

75%


09 Fall

75%

63%


09 Spring

88%

88%





GAM
-
38C


Retention

Success


10 Fall

95%

82%


10 Spring




09 Fall




09 Spring







GAM
-
35


Retention

Success


10 Fall

89%

86%


10 Sprin
g

94%

75%


09 Fall

90%

69%


09 Spring

91%

61%





GAM
-
36


Retention

Success


10 Fall

86%

71%


7


10 Spring

91%

71%


09 Fall

94%

83%


09 Spring

97%

80%





GAM
-
37


Retention

Success


10 Fall

90%

77%


10 Spring




09 Fall




09 Spring

81%

57%


GA
M
-
38A is an introductory 3D modeling course which all Game Art students must complete before taking advanced Animation and Rend
ering
classes using Maya. The retention and success rates are higher than average.
As the prerequisite course for two advanced co
urses, this sets up the
program for success.


GAM
-
35 is a

survey course of the game industry. The retention is high reflecting the enthusiastic students in the class and the success r
ates have risen
steadily reflecting the
refinement of the course assignme
nts and
student
expectations.


GAM
-
36 is an introductory game design class. The retention rates and success rates show a slight downward trend, however both the

retention and
success rates remain
well
above the average. We believe this is a result of inten
tionally increasing the rigor of this class to prepare students for
advanced game design classes and to keep the class in line with the rigor of
game design classes at
4 year institutions.


GAM
-
38B is an Animation class using Maya with a prerequisite of GA
M
-
38A: 3D Modeling. The trend shows an inconsistency in student success
rates which is puzzling. One theory is that the software changed from 3D Studio Max to Maya in the Fall 09 semester which may

have had a negative
effect on student success since they l
earned 3D Modeling on 3D Studio Max

then had to switch to using Maya software
. However, the 54% success
rate in
fall

2010 is troubling, particularly when coupled with the high retention rate. Faculty are discussing this data in the hopes of d
etermining a
c
ause and a solution.



3.

What annual goals do
es

you
r

unit have for 201
2
-
201
3

(please

list the most important first)?

Please indicate if a goal is
directly linked

to goals in your comprehensive.

Ho
w

do your goals support the college mission and the goals of

the
Educational Master Plan
?



List the goals of your unit for 2012
-
2013

List activity(s) linked to the goal

Relationship of goal to mission and master
plan

Recruit and admit students into a cohort
style
(CAP) program for each of the 5 Game


Obtain approval for CAP enrollments for 5
Goal 1: Increase Student Retention, Persistence,
and Success


8

Certificates


all Game Certificates



Create a cohort
style 2 year
scheduling
plan

for each Game Certificate
with emphasis
on offering enough beginning level courses
to have compl
eters in second level courses
of the certificate.



Obtain approvals to offer
the right sections
and number of sections in each semester



Articulate transfer options for gaming
students




Coordi
nate with USC, UC Irvine, UC Santa
Cruz, The Art Institute, CSUSB,

Goal 4: Enhance Academic Programs and the
Learning Environment to meet Student and
Community Needs



Create a Norco College eSports Team for
the Starcraft
2 and League of Legends
game
s



Bu
ild interest by hosting exhibition events
and tournaments



Hold tryouts for the team



Hold training sessions for the Norco Team



Increase campus and program awareness

Goal 2: Improve the Quality of Student Life


Create summer “bootcamp” outreach
sessions in

which local high school students
are selected for instruction pertaining to
games development at the Norco Campus



Assist in articulation with local campuses



Increase campus and program awareness

Goal 3: Increase Student Access















*
Your uni
t may need assistance to reach its goals. Financial resources should be listed on the subsequent forms. In addition you may

need help
from other units or Administrators. Please list that on the appropriate form below, or on the form for “other needs.”



9

Norco College
Annual
Instructional
Program Review Update


Unit:
Simulation and Game Development (GAM)


Contact Person: _____Judy Perry_______

Date: ____3/2/12__________

Current
Human Resource Status


4.

Complete the Faculty and Staff Employment Grid below.

Please list full and part time faculty numbers in separate
rows. Please list classified staff who are full and part time separately:



Faculty Employed in the Unit


Teaching Assignment (e.g. Math, English)

Full
-
time faculty or staff (give
number)

Part
-
time faculty or staff (give number)

GAM (district funded)

1

8

GAM (grant funded)

1

















Classified Staff Employed in the Unit


Staff Title

Full
-
time staff (give number)

Part
-
time staff (give number)

Microcomputer Support Technician (gra
nt funded)


1

















10

Unit Name:
Simulation and Game Development (GAM)


5.

Staff Needs

NEW OR
REPLACEMENT STAFF

(Administrator, Faculty or Classified)
1


List Staff Positions Needed for Academic Year____
2012
-

2013
______

Please justify and expl
ain each faculty request
as they pertain to the goals listed in item #3
.
Place titles
on list in order (rank) or importance.

Indicate (N) =
New or (R) =
Replacement


Annual
TCP*

1.

Full
-
time Game Art Faculty

Reason:

A full
-
time faculty with game indus
try experience and skills in one or more c
ore Game Art areas
such as 3D M
odeling, Animation, Rigging, Texturing
or

Lighting is needed to support the growing
programs. As of fall 2012, three new certificate programs and A.S. degrees in Game Art will be off
ered at
Norco

College
. These three are: Game Art: Environments and
Vehicles, Game Art: Character M
odeling,
Game Art: 3D Animation
. This specialty area combines artistry with technical skills. This position is critical
to developing the Norco game programs
into a nationally recognized academic program.

N


$100,000

2.

Reason:



3.

Reason:



4.

Reason:



5.

Reason:



* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New position
s (not replacem
ent 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 mentio
n the link to the position.

Please complete this form for “New” Classified Staff only. All replacement staff
must

be filled per Article I, Section C of the California School Employees Association (CSEA) contract.




1

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




11





Unit Name:
Simulation and

Game Development (GAM)



6.


Equipment

(
in
cluding technology)

Not

Covered by Current Budget
2


List Equipment or Equipment Repair Needed for Academic Year_
2012
-
2013

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 (I) =
Instructional or (N) =
Non
-
Instructional
purposes

Annual TCO*


Cost
per
item


Number
Requested

Total Cost of
Request

EMP

G
OALS

1.

Gnomon Workshop virtual training subscription for both student and
teacher usage.

Reason:

Gnomon Workshop continues to provide some of the best and most
relevant training available for teachers to provide the most up to date
information to their
students, and for students to have direct access to
supplemental training to improve their skills. A single subscription covers 1
year.

I

$499



10

$4,990.00



2.

Dreamspark Subscription

Reason:

Microsoft’s products are among the most popular to developer

applications for. Dreamspark is Microsoft’s initiative to provide institutions
with cost effective ways for students to access their latest collection of
software, including development platforms, operating systems, design
software, productivity suites, e
tc. A single license covers the institution and al
of its students for 1 year.

I

$499


1

$499.00



3.

Autodesk Entertainment Suite Annual Renewal
-


Reason:

Educational Suite for Entertainment

Creation (Maya

/Mudbox/3dsMax/Softimage

/Motionbuilder/Sketch
book)

used in several core
GAM classes to build 3D Models and Animate Models
. The cost for a network
subscription license is significantly less than that for individual licensing and
I


50
network
licenses

$3,600




2

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




12

with a subscription any upgrades are free. This form of licensing has the

added
advantage of smoothing out the cost to an equal annual payment.


4.

Unity Game Engine Software


NO COST


covered by Perkins Grant
Funding

Reason:

Unity is a game engine used in industry which ports to a variety of
p
latforms including PC, Android, Apple iOs, PS3, and more. Students use this
software in several classes including the capstone Game Studio Production
class. Currently this cost is covered by the Perkins grant. If the renewal is not
approved for next year
,

we will require district support.

I


40
network
licenses

$11,200


5.

Reason:






6.

Reason:






*

Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands
-
on experience to enhance st
udent
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 los
t, stolen or destroyed; but
which replaces, moder
nizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary com
ponent for
the use of other specific instructional equipment, may be included (i.e. desk for office staff).



13

Unit Name:
Simulatio
n and Game Development (GAM)



7.

Professional or Organizational Development Needs Not Covered by Current Budget*
3


List Professional Development Needs for Academic Year___
2011
-

2012
_.
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 st
aff time differently. Place items on list in order (rank) or importance.

Examples
include local college workshops, state/national conferences.


Annual TCO*


Cost per
item



Number
Requested


Total Cost of
Request

EMP
Goals

1.

Game Developer’s Confer
ence

乯⁃潳o

-

co癥red⁢礠merk楮猠慮d
T楴汥⁖⁧ 慮瑳

Reason:

It is imperative that faculty stay current in the field and continue to
make industry contacts and develop partnerships. The GDC has proven to be
the premier gaming conference with over 22,500 a
ttendees last year. Norco
College faculty must continue to attend this conference for personal
professional development, to stay current in industry and business trends, and
to meet with industry professionals and advisors. The cost is covered by a
combina
tion of Perkins grant funding and Title V grant funding.









2.

Reason:








3.

Reason:





4.

Reason:






*It is recommended that you speak with
the Faculty Development Coordinator

to see if your request can be met with current budget.




3

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



14

Unit

Name:
Simulation and Game Development (GAM)








Student Support Services
, Library, and Learning Resource Center

(see definition below**)
Services needed

by
your u
nit
over and above what is currently provided

by student services at your college
.
Reque
sts for Books, Periodicals, DVDs, and Databases must include
specific

titles/authors/ISBNs when applicable. Do not include textbook requests.


These needs will be communicated to Student Services

at your
college
4


List Student Support Services Needs for Ac
ademic Year__
2012
-

2013
___

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.


EMP
GOALS

1.

Tutors
and Supplemental Instruction Leaders for all GAM classes

Reason:

Simulation and game development classes train students in the use of industry standard software and tools that
are complex and often require a hands on approach that is counter
-
intuitive to c
lassroom flow. The allotment of
supplemental instruction and tutors for these courses allows students to receive additional development time
required
for mastery of the subject.


2.

Reason:


3.

Reason:


4.

Reason:


5.

Reason:


**Student Support Servic
es include for example:
t
utoring, counseling, international students, EOPS,
j
ob
p
lacement, admissions and records, student assessment
(placement), health services, student activities, college safety and police, food services,
student financial aid,
and ma
triculation.





4

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




15

Unit Name:
Simulation and Game Development (GAM)



8.


OTHER NEEDS not covered by current budget
5


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


EMP
Goals

1.

None



needs covered by Perkins and Title V grants

Reason:









2.

Reason:








3.

Reason:





4.

Reason:





5.

Reason:





6.

Reason:











5

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



16

II. Annual

Assessment
Update



The primary purpose of this update is to provide an overview of your discipline’s effort to

assess learning in your courses

and programs
during the p
resent academic year. We also ask that you indicate in some detail your plans for assessing learning in 2012
-
13. Authentic
assessment rests on five basic principles: 1) the use of
direct

assessment measures as much as possible; 2) the effort to assess
co
urses and
programs
(rather than simply sections) as much as possible; 3) as much
collaboration

and
dialogue

regarding assessment as your
circumstances permit; 4) the use of assessment data to
improve

teaching and learning in the discipline; and 5) tangible

documentation

(usually in the form of short reports) of your assessment activities and findings. For help with any phase of the assessment

process, please
contact either Arend Flick at
arend.flick@norcocol
lege.edu

or Greg Aycock at
greg.aycock@norcollege.edu
. Your report will be used for
planning and resource allocation purposes at the college, and it will assist us in writing the comprehensive annual colleg
e
-
based assessment
report required by ACCJC.


Please note
: Individual assessment reports on specific projects may be included as appendices to this update, along with any other evide
nce
demonstrating your discipline’s assessment work this year. Please sen
d assessment reports to Arend and Greg as you complete them. In
some instances, you may respond to the following questions simply by referencing these reports.


1.

Please provide an overview of your assessment activities during this academic year, using eith
er the following chart or a
narrative.


Course
or
program
assessed

SLO(s
)
/PLO(s)

assessed


Method(s)
employed

Number of
faculty
involved in
assessment

Brief description of
findings/results

(and/or attach
assessment reports)

Relevance of assessment
finding
s to resource
requests

GAM
-
23

All SLOs

Direct Project
Based
Assessment

1

To be submitted by
6/15/2012

TBD

GAM
-
38B

All SLOs

Direct Project
Based
Assessment

1

To be submitted by
6/15/2012

TBD




17


2.

Please describe and provide evidence of your discipline’s di
alogue about assessment, specifically assessment results.



In Winter 2012,
eight
GAM faculty attended a 4 hour training se
ssion on the use of Epsilen, an

ePortfolio tool. Faculty discussed the
specific tool uses and methods of incorporting ePortfolios int
o PLO and SLO assessment.

All GAM faculty are now requiring the
use of Epsilen in the GAM courses. We will continue dialogue on how to use ePortfolios for SLO and PLO assessment as well as
for
preparing students for a portfolio review and job interviews.


In Spring 2012, two
single section
GAM courses are being assessed:



GAM
-
23: Digital Game Design (Judy Perry)



GAM
-
38B: Sim Gaming: 3D Animation (Taber Dunipace)


Judy Perry

consulted
with Arend Flick and Greg Aycock to clarify
guidelines

for the new approa
ch to assessment and then met with
Taber to
share the information.
Both Judy and Taber plan to do a direct p
roject based assessment and map

SLOs to a
n achievement

rubric.
These results will be analyzed and presented in a report submitted in early June.
Sin
ce these courses are not expected to be
offered every semester, the report will include observations and advice intended to assist the instructor who next teaches th
e course.


Additionally, an anonymous end of the semester survey will be utilized to captur
e
student responses to open ended questions on
topics such as what they learned in the class, best practices, what to keep doing
,

least favorite practice, what should be changed, and
more. These results are for the instructor only to read. The instructor w
ill include in the assessment report a summary of the survey
results including any
suggested
changes to delivery, content or assessment based on student survey input.



3.

Please describe in detail how you
have used or
plan to use your assessment results to t
ry to improve teaching and learning in
your course(s) or program(s).


In the past, GAM courses used the accepted method of surveying students at the end of the course to self assess mastery of SL
Os.
This methodology was adopted for all GAM courses and prov
ided the instructor with feedback on how well individual students feel
they mastered the course SLOs. While that information is useful, the college has moved to a more authentic method of assessme
nt.
The GAM teachers will generally use a direct assessment
technique by utilizing a project or set of projects and an achievement rubric
to determine individual student mastery of one or more SLOs.


18

Additionally, GAM faculty are beginning a coordinated approach to PLO assessment using ePortfolios. This dialogue is
in the
beginning stages and a


For this semester, since the GAM
-
23 and GAM
-
38B courses are single section courses which are not offered every term, it is
important to include in the report information which will assist the next instructor who teaches the
course. This report will be shared
with future instructors.


In the future, multiple section GAM courses will be assessed collaboratively utilizing a direct assessment technique (TBD) su
ch as:



Develop a common late
-
term assignment, samples of which could b
e evaluated for evidence that students demonstrated
achievement of SLOs.



Sample
work done late in the course and evaluate it against a rubric for evidence that students demonstrated achievement of SLOs.

In
most

instances,
the use of
eportfolios
will

facili
tate this process

thus enabling a collaborative assessment environment.



4.

If you have been involved in program
-
level assessment:

a.

Have PLOs been defined for all programs?

Y
es

-

all five new GAM programs have PLOs developed and approved.

The existing 36 unit

Game Art certificate has PLOs developed as well.


b.

Have existing PLOs been modified?

No
-

The existing Game Art certificate has been in place for 2 years and has not had any PLOs modified. The five new GAM
programs just been approved with PLOs and no cha
nce to assess them yet.


c.

Have course SLOs been fully mapped and aligned to PLOs? What did you learn from this process that might affect
your program?

Yes for the existing Game Art certificate. No for the 5 newly approved Game certificates.

We learned that

our PLOs need to be measurable and that multiple SLOs may feed into PLOs. After the exercise, we also agreed
that ePortfolios would be a good method of assessing PLOs.


d.

What method(s) have you used to assess PLOs?

None yet.

Epsilen will be used in the fut
ure. We anticipate the use of a collaborative faculty panel and rubric to assess a sample
of students who have completed the program.



19

e.

What have you learned from your program
-
level assessment work?

That clear, assessable and measurable SLOs and PLOs are es
sential to the process. And that the process can provide valuable
feedback to improve the program is done correctly.


f.

Have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions,
discussions with employers, inte
rviews with graduates, program faculty meetings, etc.)?

No, not yet.


5.

How do assessment results support your resource requests?

To date, we have had no resource requests based on assessment results.


6.

Please provide an overview o
f your assessment plans for
2012
-
13
, using either the following chart or a narrative. (Please
note: every course should be assessed at least once every four years. Rarely taught courses should be routinely assessed
during the semester they are taught.)


Course or
program to be
asse
ssed

SLO(s) to be
assessed

Method(s)
employed

Faculty involved in
the project

Expected date of
completion

GAM
-
35: Intro to
Game Development

TBD

Direct Project
Based Assessment

ePortfolio

TBD

June 2013

GAM
-
70:
Computer Skills for
Game Artists


TBD

Direct

Project
Based Assessment

ePortfolio

TBD

December 2012

GAM
-
31: Intro to
3D Modeling


TBD

Direct Project
Based Assessment

ePortfolio

TBD

December 2012

GAM
-
42: Photoshop
for Game Artists


TBD

Direct Project
Based Assessment

ePortfolio

TBD

December 2012

GAM
-
71:
Perspective for Game
TBD

Direct Project
Based Assessment

TBD

June 2013


20

Art


ePortfolio

GAM
-
32: 3D
Character Design


TBD

Direct Project
Based Assessment

ePortfolio

TBD

June 2013

GAM
-
46: Materials
and Lighting


TBD

Direct Project
Based Assessme
nt

ePortfolio

TBD

June 2013

GAM
-
47: Intro to 3D
Animation


TBD

Direct Project
Based Assessment

ePortfolio

TBD

June 2013

GAM
-
21: History of
Video Games


TBD

Direct Project
Based Assessment

ePortfolio

TBD

December 2012

GAM
-
22:
Fundamentals of
Game Desi
gn


TBD

Direct Project
Based Assessment

ePortfolio

TBD

December 2012

GAM
-
23: Digital
Game Design


TBD

Direct Project
Based Assessment

ePortfolio

TBD

June 2013