Sacramento City College s2

Sacramento City College

FASHION

PROGRAM REVIEW

2006-2007 Sacramento City College 2005-06

Program Review Process

Purpose: Program review is one element in the on-going planning and review process that focuses on improvements to benefit students. Program review is a three-step process: . Curriculum Review and Clean-up using SOCRATES . Program Research (the big picture) . Prerequisite and Co requisite Validation Research

As you study your program and prepare your review, you will want to consider a variety of factors related to the success of your students. You will also want to take into consideration how your program contributes to the total college and district mission and how to incorporate the proposed changes into your annual unit plans and budget requests.

As part of the program review process, you also are being asked to review and verify course and program pre/co-requisites, as well as general education, multicultural graduation requirements, distance education, and eligibility for honors offerings.

Cycle of Review: Each education program reviews its offerings every six (6) years. Under special circumstances, where enrollment trends and/or productivity fluctuates significantly, a special program review may be requested.

Factors to be Analyzed: . Demographics . Productivity . Successful course completion rates . Enrollment trends (WSCH) . Currency and relevancy of curriculum . Currency of all staff in discipline and methodology . Student placement (occupational only) . Other factors (e.g., industry standards, student goals/majors, equipment/technology changes) . Recommendations from Accreditation, if appropriate . College/District Initiatives, such as Enrollment Management, grants (Title III), the Education Initiative . Student Learning Outcomes (as reflected in curriculum language and goals) . Delivery methods . Alternative scheduling models (length and non-traditional times) Process: Program Review should follow these steps:

1. Data Review . SCC’s Research Office will provide demographics, successful course completion rates, and enrollment trends. . As it becomes available, this information will be posted in the Outlook Public Folder “Instructional Program Review.” . Productivity data is available via PeopleSoft/Crystal Reports through your division dean’s office. . Student placement for vocational programs will be taken from statewide core performance indicators for VTEA-funded programs. The district’s follow-up study is available at the LRCCD IR web site (http://irweb.losrios.edu). . Curricula are available in SOCRATES. . Staffing information is available in division offices.

2. Data Analysis – Departments identify areas of strength and areas that need improvement based on the data provided.

3. Research Plan – If a communication or computation skills course is a pre/co requisite for a course outside the English and math sequences, research may be required. A checklist will be provided to determine if research is necessary.

4. Action Plan – Departments develop specific action plans and timelines. Such action plans should be reflected in your unit plan and in requests for budget, staffing, sabbaticals, facilities, and reassigned time.

5. Implementation and Evaluation – Departments implement their action plans through annual unit planning and resource requests. Evaluation occurs during the annual unit planning process and reflection on the year’s accomplishments. Analysis and Action

Please review the data provided by the Research Office and respond to the following questions.

1. Demographics – Enrollments by gender, ethnicity, and age group for department, division, and college. 5-year trend data (fall semesters). Data was only available for 3 years. The Fashion program implemented its own curriculum designator in Fall 2003. Previously, Fashion courses used the Family & Consumer Science designator (FCS).

Please see attachments

a. Strengths Gender: The program definitely has more females than males. Historically, this has been a female dominated profession. The program’s male enrollment has experienced highs and lows:

Fall 2003: 7.5% Fall 2004: 4.7% Fall 2005: 6.0%

 Ethnicity: The African American enrollment has risen from 2003 (8.8%) to 2005 (15.9%). This is higher than the College (12.9%) and in line with the Division (15.5%).  The Asian enrollment has remained steady, with a slight increase (16.3% in 2003 and 17.9% in 2005). Again, this is comparable to the Division (17.2%) but lower than the College (21.7%).  The Fillipino enrollment has dropped from 4.1% to 2.6% and is lower than both the College and Division (3.5%).  The Hispanic enrollment has also dropped from 15.6% to 13.2% and is significantly lower than the College (16.6%) and the Division (18.2%).  The Native American population has risen slightly (0.7% to 1.3%) and is comparable to the College (1.2%) and the Division (1.4%).  The Pacific Islander enrollment has definitely changed going from 1.4% (2003) to 0.0% (2005). This lags behind the College (1.3%) and the Division (1.8%).  The White enrollment has declined from 44.9% (2003) to 33.1% (2005). It is, however, comparable to the College (34.1%) and the Division (33.4%).

Overall, the program experienced the most significant increase in the African American enrollment and the most significant downward changes in the Pacific Islander, Fillipino, and Hispanic enrollments.

Age: The under 18 age group went from 1.4% (2003) to 0.0% (2004) to 4.0% (2005). This may appear as radical changes, but since this is a small program, a handful of students can reflect quite a bit of change. In this instance, the actual number enrollment went from 2 students (2003) to 0 students (2004) to 6 students (2005). The largest increase in enrollment, in both number and percentage, was in the 18-20 group which went from 23.1% (2003) to 33.1% (2005). All other age groups experienced declines. In relation to the College and Division, the Fashion program’s data is comparable in most age groups except the 40+ group. The Fashion program’s enrollment (22.5%) is definitely higher in this area than either the College (15.0%) or the Divison (6.8%). b. Areas needing improvement

Gender: Even though this is a female dominated program, it would benefit the program to recruit more males.

Ethnicity: In most groups, the Fashion program is in line with the division and College trends but must continue to not only recruit a diverse student population but also a diverse faculty.

Age: The Fashion program needs to examine the reasons for declines in the 21-24, 25-29, and 30-39 age groups. c. Follow-up items for the department’s Units Plans

 Ensure that public relations materials are not gender, age and or ethnically biased.  Continue to recruit diversity among students and faculty, both full-time and adjunct. d. Priorities (1=Immediate, 2=midterm, 3=long-term. Assign a priority according to when solutions will be proposed through the department’s Unit Plans.)

 1-3: Ensure that public relations materials are not gender, age and or ethnically biased.  1-3: Continue to recruit diversity among students and faculty, both full-time and adjunct. e. Anticipated Implications and Resources (budget, staffing, sabbatical, facilities and reassigned time requests; curriculum proposals).

Resources are needed to develop program publicity materials. Also future staffing needs will include the replacement of the eventual retirement of the only full-time faculty position. The recruitment of adjunct faculty is on-going. The program may need staffing and/or sabbatical/release time to look at current trends in the program which may need new or updated curriculum. f. Future Directions

Gender, ethnic, and age diversity are on-going goals for this program. 2. Student Success – Successful course completion rates (number of A,B,C,and Credit grades divided by all grades) for department, division, and college. 5-year trend data (fall semesters).

a. Strengths

The successful course completion rates are slightly lower in the 3 year trend (55.2% in 2003 and 53.4% in 2005). The program’s rate also lags behind the College (65.4%) and the Division (61.7%).

b. Areas needing improvement

The program’s rate is only slightly higher than 50% and could be improved.

c. Follow-up items for the department’s Units Plans

As the program develops Student Learning Outcomes for individual courses and Key Performance Indicators in the Unit Plan, it should identify weaknesses and strengths in the curriculum offerings and implement appropriate changes.

d. Priorities (1=Immediate, 2=midterm, 3=long-term. Assign a priority according to when solutions will be proposed through the department’s Unit Plans.)

 As the program develops Student Learning Outcomes for individual courses and Key Performance Indicators in the Unit Plan, it should identify weaknesses and strengths in the curriculum offerings and implement appropriate changes.

e. Anticipated Implications and Resources (budget, staffing, sabbatical, facilities and reassigned time requests; curriculum proposals).

Sabbatical, reassigned time requests, and curriculum proposals, both new and revised, are needed to address this issue.

f. Future Directions

Since the Fashion Program is part of the Family & Consumer Science Department, the Department needs to address this issue. 3. Productivity – Weekly Student Contact Hours (WSCH) divided by FTE for department, division, and college. 5-year trend data (fall semesters).

a. Strengths

The productivity in the program has remained constant:

Fall 2003: 302 Fall 2004: 298 Fall 2005: 300

The productivity rates of the program are far behind the College (449) and the Division (509). However, the Fashion Program is a very unique program. Enrollment, which is integral to productivity, is constrained by space (there is only 1 laboratory) and each course enrollment is constrained due to not only the limited number of sewing machines, but also due to safety issues.

 Continue to offer diverse course deliveries.  Monitor program productivity.  Develop new course offerings as needed to meet the changing needs of the workforce.

 1-3: Continue to offer diverse course deliveries.  1-3: Monitor program productivity.  1-3: Develop new course offerings as needed to meet the changing needs of the workforce.

Budget increases will be needed to not only maintain the up-keep of current equipment, but also to purchase new equipment which may be needed to train students for the work place. This new equipment will include the increased use of technology in the field. Increased staffing and staff development may also be needed.

The Fashion Program will continue to maintain recruit students and diversify its offerings. 4. Enrollment – Weekly Student Contact Hours (WSCH) for department, division, and college. 5-year trend data (fall semesters).

a. Strengths

The program WSCH has remained somewhat constant, with a significant increase in 2004:

Fall 2003: 866 Fall 2004: 968 Fall 2005: 886

The Division WSCH took a significant drop during this time (35,467 in 2003 to 33,816 in 2005). However, the College WSCH rose from 20,9801 (2003) to 21,7951 (2005).

WSCH for the program is very important but hard to compare since it is such a unique program that cannot operate with the large numbers of students that other programs and departments can.

 Explore ways to maintain and increase WSCH.

 1-3: Explore ways to maintain and increase WSCH.

Curriculum proposals and revisions may be needed. Not only will base funding for the program need to be increased, new equipment purchases may be needed. Additional staffing may also be required.

The program, along with the FCS department, will continue to monitor, maintain, and improve the WSCH levels by evaluating course offerings, deliveries, and schedules. Curriculum History

All curriculum outlines must be reviewed for every course as part of Program Review. Prerequisites and co requisites must be validated through the validation process established by the Curriculum Committee. This includes the review of distance education, general education, and multicultural graduation requirements. The curriculum part of program review must be completed in the Fall. Please refer to the Curriculum Committee Submissions Calendar posted in Outlook under Curriculum so that deadlines are not missed.

1. Courses

a. List department courses; check with Instruction Office for last revision date.

The following courses were updated and revised in the curriculum process during the Fall Semester, 2006:

FASHN 140 Fashion Illustration FASHN 150 Fundamentals of Sewing/Beginning Sewing FASHN 153 Serger Fundamentals* FASHN 158 Fashion Accessories* FASHN 162 Industrial Sewing - Sewing Machine Operations I* FASHN 163 Industrial Sewing – Sewing Machine Operations II* FASHN 164 Industrial Sewing – Different Machine Types & Operations* FASHN 165 Apparel Production – Marker Making, Laying Up & Cutting Operations I* FASHN 166 Apparel Production – Marker Making, Laying Up & Cutting Operations II* FASHN 167 Apparel Mass Production* FASHN 182 Making Your Own Dress Form* FASHN 183 French Draping* FASHN 190 Fashion Sales FASHN 198 Sewing as a Business FASHN 310 Fashion Analysis/Clothing Selection FASHN 320 Textiles FASHN 330 History of Western World Fashion FASHN 335 Historic Costuming (new course) FASHN 351 Principles of Apparel Construction/Intermediate Sewing* FASHN 352 Advanced Apparel Construction/Couture Sewing* FASHN 355 Traditional Tailoring* FASHN 356 Contemporary Tailoring* FASHN 360 Clothing Alterations * FASHN 370 Pattern Adjustment & Fit* FASHN 372 Pattern Making & Design* FASHN 376 Advanced Design-Drafting, Advanced Flat Pattern Techniques and Computer Aided Design* b. The courses which need validation of prerequisites or co requisites are marked with an asterisk.

2. Relevancy of program and college goals

a. Determined by advisory committees, business contacts, articulation with four-year institutions, district-wide initiatives, etc.

The Fashion Program has established an advisory committee that has met and has provided information and guidance on workforce needs. Marie Maschmeyer, coordinator, has established a strong working relationship with area businesses, also. Ms. Maschemeyer received a grant in 2005. Through this grant, she researched workforce needs, revised curriculum and the program’s certificates and degrees, and researched workforce needs. In addition, she developed appropriate public relations materials which were distributed throughout the Sacramento and surrounding areas at various businesses.

Staffing

These data are available through your division dean.

Current Staffing:

1. Adjunct/Full time ratio

Adjunct: 2.349 FTE Full-time: 1.049

2. Dates staff began work in the department

Marie Maschmeyer: 1974

Currently, there are 6 adjuncts sharing the available classes. Some adjuncts have been teaching for several years, while some just started this semester.

3. In-service/professional development activities

Faculty continually keep up-to-date in skills and technology needed to teach the Fashion courses. The program recently added the Fashion club, with an adjunct as advisor. A new course in Historic Costuming was added which involved articulating with the Theatre department. Professional development activities are on-going. Student Placement (Vocational Only)

1. Student Follow-Up Survey

Although the Fashion Program is a vocational program, an instrument to adequately track student placement and/or transfer has not been developed. Students in the Fashion classes are trained and prepared to operate industrial sewing machines, design and create apparel, and alter and tailor garments for either a commercial or home-based business.

2. Indicators of student success

The FCS Unit Plan does not include Key Performance Indicators at this time but has included it as a goal. Indicators of student success will be included.

3. Core Indicators Other Factors

Discuss any other factors that are important to the success of your program.

The success of the Fashion Program depends upon the inherent support of not only the Family & Consumer Science department, but also the administration of Sacramento City College. This is not a large program, however, it is an integral part of the FCS department and it certainly meets the needs of a very unique and special student group. The kind of Fashion Program that Sacramento City College offers is not found at any other regional community college. Only one other program exists in the Los Rios District at American River College, but it has an entirely different focus of Fashion and Merchandising.

The support of the administration is needed in the area of student enrollment. The classes cannot accommodate large numbers because of space and safety. Because of this, growth is also very difficult. With only one lab, where would more classes be taught? The lab is currently used at maximum capacity. Some core classes for degrees and certificates are only offered in cycles, therefore, if it is cancelled because of enrollment, it prevents a student from completing a certificate and/or degree. Therefore, the support of the administration is very important.

The challenge, however, of the Fashion Program is keep changing in order to keep up with not only industry needs but also student interest. Since the program needs equipment and technology to do this, it becomes very expensive.

The FCS department is intent on maintaining a comprehensive Family & Consumer Science Department and supporting the Fashion Program is an important part of this.

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