| Department | Faculty Member | Course Name | Course CRN# | SLO Statement(s) | Academic Year | Quarter of Assessment | Modality of class | Method of Assessment | Elaborate on Assessment Method | Number of students exceeding expectations | Number of students meeting expectations | Number of students approaching expectations | Number of students who do not meet this/these outcome(s) | N/A Not Applicable (withdrew, absent, ...) |
Reflection | Enhancement/Action |
| ARTS | Lei Chi | ARTS 4A-01Y | 26329 | The student will demonstrate the ability to create drawing compositions based on linear<br> perspective, the basic elements and principles of design. | 2025-2026 | Fall | Hybrid (some Face-to-Face) | Project | The students will create a final still-life tonal composition drawing that demonstrates their learnings in the elements and principles of design as well as the application of charcoal medium. | 16 | 6 | 2 | 0 | 1 | The students excellently demonstrated their learning and application of the design elements and principles in the final drawing projects. | The final composition drawing project helps students apply their learnings in the drawing and design basics. |
| ARTS | Lei Chi | ARTS 14A-01 | 25979 | Communicate and express ideas creatively in watercolor painting while demonstrating<br> and applying techniques of the creative process. | 2025-2026 | Fall | Face-to-Face | Portfolio | The students will demonstrate their learnings in the watercolor techniques and their creativity in a portfolio review. | 14 | 2 | 0 | 0 | 2 | The students did very well in the portfolio review and demonstrated their creativity and watercolor techniques. | The final artwork portfolio review is a great way to engage students with their painting progress. |
| ARTS | Lei Chi | ARTS 4A-01Y | 33685 | The student will create representational, objective drawings using references such as<br> drawing from observation (still-life) and photographs. | 2025-2026 | Winter | Hybrid (some Face-to-Face) | Portfolio | The students will present their drawing portfolio work on the final meeting day in the form of one-on-one class work portfolio review. | 10 | 5 | 1 | 2 | 2 | The majority of the students meet the student learning outcome through their portfolio review presentation. | The final portfolio review is an effective way to engage students' learning and assess their learning outcomes. |
| ARTS | Lei Chi | ARTS 14A-01 | 36910 | Communicate and express ideas creatively in watercolor painting while demonstrating<br> and applying techniques of the creative process. | 2025-2026 | Winter | Face-to-Face | Portfolio R | The students will present their painting portfolio work on the final meeting day in the form of one-on-one portfolio review. | 11 | 2 | 0 | 0 | 1 | All students participated meet the student learning outcome in the final portfolio review. | The final portfolio review is an effective way to engage students' learning and assess the learning outcome. |
| ARTS | Lei Chi | ARTS 14B-01 | 36911 | Create paintings that explore a range of color as well as technical and conceptual variations in<br> their artwork and demonstrate an understanding of the creative process. | 2025-2026 | Winter | Face-to-Face | Portfolio | The students will present their painting portfolio on the final meeting day in the form of one-on-one portfolio review. | 5 | 0 | 0 | 0 | 0 | All students participated meet the learning outcome in the portfolio review. | The portfolio review is an effective way to engage students' learning and assess the learning outcome. |
| ARTS | Lei Chi | ARTS 14A-01Y | 48861 | Communicate and express ideas creatively in watercolor painting while demonstrating<br> and applying techniques of the creative process. | 2025-2026 | Spring | Hybrid (some Face-to-Face) | Portfolio R | Students will demonstrate their learnings and creativity in watercolor painting through participating the final class work portfolio review. | 9 | 5 | 0 | 0 | 1 | The students showcased their body of watercolor paintings that demonstrate learning efforts and creativity. | The class work portfolio review is a wonderful way to keep students engaged in painting efforts and in organizing their works throughout the quarter. |
| ARTS | Lei Chi | ARTS 14B-01Y | 48862 | Reproduce watercolor painting techniques to create a variety of paintings that draw from an<br> objective point of view using still-lifes and photographs as well as from the imagination. | 2025-2026 | Spring | Hybrid (some Face-to-Face) | Portfolio | Students will demonstrate their learnings and creativity in watercolor painting through participating the final class work portfolio review. | 3 | 0 | 0 | 0 | 0 | The students showcased their body of watercolor paintings that demonstrate learning efforts and creativity. | The class work portfolio review is a wonderful way to keep students engaged in painting and organizing their works throughout the quarter. |
| ARTS | Lei Chi | ARTS 14C-01Y | 48863 | Reproduce advanced watercolor painting techniques to create a variety of paintings that draw<br> from an objective point of view using still-lifes and photographs as well as from the<br> imagination. | 2025-2026 | Spring | Hybrid (some Face-to-Face) | Portfolio R | Students will demonstrate their learnings and creativity in watercolor painting through participating the final class work portfolio review. | 2 | 0 | 0 | 0 | 0 | The students showcased their body of watercolor paintings that demonstrate learning efforts and creativity. | The class work portfolio review is a wonderful way to keep students engaged in painting and organizing their works throughout the quarter. |
| ARTS | Courtney Griffith | ARTS 8 50Z | 43920 | Utilize critique skills to evaluate and analyze works of art for cultural/historical influences, strengths and areas for improvement. | 2025-2026 | Spring | Online - Asynchronous | Demonstr | I held a final critique in a discussion on Canvas. The students each wrote a one-paragraph critique for two of their fellow students, where they provided constructive feedback for their final design projects using the principles of design. | 2 | 15 | 3 | 6 | I am pretty happy with the results, but upon reflection, I could prompt students to elaborate on the cultural and historical influences in their final critique. I incorporate a lot of contemporary art in my lectures, and I give them a chance to bring in their own associations and influences in other discussions, but not in critique discussions. I think this could be educational for the students and increase engagement in critique. | Prompt students to elaborate on the cultural and historical influences, in addition to constructive feedback, within their final critique. | |
| ARTS | Courtney Griffith | ARTS 4A - 53Z | 33681 | Demonstrate freehand drawing skills using a variety of traditional drawing media such as charcoal, graphite and ink.<br> Create representational, objective drawings using references such as drawing from observation (still-life) and photographs.<br> Demonstrate the ability to create drawing compositions based on linear perspective, the basic elements and principles of design. | 2025-2026 | Winter | Online - Asynchronous | Project | For the students' final project, they were able to choose between the materials that we used in class (charcoal, graphite, or ink) to create a drawing of a transformation. This could be a physical, emotional, spiritual, etc., transformation. They were graded on their materials usage, technique, composition, among other criteria. | 4 | 12 | 7 | 2 | I put a lot of emphasis on the final critique, but I think that the final project should be worth quite a bit more than the final critique because it is more closely aligned with the SLOs. I also would like to put more emphasis on using a reference photo for the final. | Require students to submit reference photo(s) in a project proposal before beginning their final drawing assignment. | |
| ARTS | Courtney Griffith | ARTS 8 01Y | 22916 | Utilize critique skills to evaluate and analyze works of art for cultural/historical influences, strengths and areas for improvement. | 2025-2026 | Fall | Hybrid (some Face-to-Face) | Demonstr | I held a final critique in person. The students were each assigned another student to critique. They wrote notes about their fellow students' work, then shared one thing they found successful and one suggested improvement. They were encouraged to use the principles of design. | 0 | 21 | 2 | 2 | I graded the final critique by giving anyone who met all the criteria 100%. This did not leave any room to give credit to students who exceeded my expectations. It also does not leave as much room for me to suggest critique improvements. | Perhaps I will give 95% to all students that furfill the requirement, reserving 100% for students who exceed my expectations. I could also provide feedback on how to improve their critique. | |
| ARTS | Gustavo Martinez | ART 18A section 03 | 48235 | This course is an introduction to ceramics materials, concepts, and processes, including basic design principles, creative development, hand-building, throwing, glaze techniques, firing, and ceramic terminology. | 2025-2026 | Spring | Face-to-Face | Project | students present projects at different stages of the process as well as at the end of the quarter when they are completed and glaze fired. students take a short answer/ true and false terminology test. | it's good t | We don't k | |||||
| ARTS | Gokce Kasikci | ARTS D054 | 64Z | Develop an awareness of graphic design software, new media tools, and digital imaging as an effective and important mode of graphic design visual communication used by artists and designers today. | 2025-2026 | Spring | Online - Asynchronous | Demonstr | Students learn design principles alongside Photoshop competencies. Each week, they do a low-risk assignment and discussion to show what they learnt that week. There are 4 major assignments in the course. The culmination of their grades reflects their overall academic success in the course with regard to the SLO being reported. | 16 | 4 | 2 | 0 | 4 | 42.9% passed the class with an A (n=12), 14.3% passed the class with a B (n=4), 14.3 (n=4) passed the class with a C, 7.1% (n=2) passed with a D, and 14.3% (n=4) failed with an F. The traditional success rate (A-C) is 71.4%, and the overall pass rate (A-D) is 85.7%. The failure rate (F) is 14.3%. Two of the F students stopped submitting work early on, and the other two stopped submitting work around midterm. | Overall, the class is successful. However, D students are worrisome. I reached out to the D students to offer support, and they started submitting work as a result. Earlier intervention may increase the D to a C. |
| F/TV | Rachel Silveria | F/TV 22 | 28108 | • Develop and execute a shooting plan from a production script using film techniques.<br> <br> • Create a 1-2 minute film with a multi-layer soundtrack.<br> | 2024-2025 | Fall | Hybrid (some Face-to-Face) | Project | Students are assessed through a cumulative portfolio that mirrors the 16mm production workflow. Competency is first evaluated through the development of a shooting plan derived from a production script. Technical skills are assessed through the execution of this plan using 16mm camera equipment and crew collaboration. The final deliverable is a 1-2 minute short film, graded on narrative clarity and the integration of a multi-layer soundtrack. | 24 | 1 | Most students succeeded with this scaffolded assessment structure. Breaking the course project into three phases (planning, execution, editing) allowed for iterative feedback and encouraged students who engaged in the pre-production phase to complete the final multi-layer sound film. | The limitation of teaching with a single camera this quarter restricted hands-on learning and affected the schedule. Next quarter, I will utilize our newly repaired cameras to allow multiple groups to shoot simultaneously. This will increase individual practice time and give us more time for film processing and postproduction. | |||
| F/TV | Alexandra Lacey | FTV 10-01 | 37128 | Students will be able to:<br> -Select, analyze and evaluate competing information to formulate a personal philosophy of media.<br> -Synthesize course concepts into a term paper selected from several topic options.<br> -Hypothesize the future of media in the United States. | 2024-2025 | Winter | Face-to-Face | Project | Students in this class complete a research project on a contemporary electronic media topic of their choice. This research project is completed over a seven-week period and includes multiple steps in the process: choosing a topic and writing research questions; conducting research and completing an annotated bibliography; developing a thesis statement; writing an outline for a research paper; and completing a five to seven-page research paper. In conducting their research and developing their thesis statement, students demonstrate their ability to "Select, analyze and evaluate competing information to formulate a personal philosophy of media" and in completing the project, they demonstrate their ability to "Synthesize course concepts into a term paper selected from several topic options". In addition, as the research project focuses on evolving issues and trends in contemporary electronic media, the students also demonstrate their ability to "Hypothesize the future of media in the United States" in completing it. In addition to this research project, students completed mid-term and final exam essay questions, class discussions, and a class presentation that also helped demonstrate their learning outcomes. | 16 | 8 | 2 | 5 | 5 | 36 students enrolled in this course in Winter Quarter 2024. Out of the original 36 students enrolled, 4 dropped the class, and one student withdrew. Out of the 31 students who remained in the course, 26 successfully received a passing grade on the cumulative research project with a grade of C or higher. Of those 26 students, the 16 students who received an A grade on the project exceeded the expectations, the 8 students who received a B grade on the project met the expectations, the 2 students who received a C grade on the project were approaching the expectations, and the 5 students who received a D or F grade on the project did not meet the expectations. Overall, having 24 of 31 students exceed or meet the expectations in this course, and 2 other students approaching the expectations, shows a majority of successful outcomes. However, the fact that 5 of the students did not meet the expectation is concerning. The truth is, the research project/paper is a challenge for students, and some students are not able to complete it successfully for a variety of individual reasons. | I have taken several initiatives in helping students succeed in the challenging research project. As some students have little or no previous experience doing an academic research project like this, I try to clearly present and give detailed feedback on each step of the process. For example, before commencing research, I arranged a library tour for the students in which a librarian explained how to best use library resources in their research. Also, in addition to written feedback on student work during the process, I scheduled individual Zoom meetings with students to discuss their writing topics and any struggles they are having. I will continue to devise similar support strategies and interventions moving forward to increase the percentage of students meeting or surpassing the learning outcomes. |
| F/TV | Alexandra Lacey | FTV 10-01 | 866 | Students will be able to:<br> -Select, analyze and evaluate competing information to formulate a personal philosophy of media.<br> -Synthesize course concepts into a term paper selected from several topic options.<br> -Hypothesize the future of media in the United States. | 2024-2025 | Spring | Face-to-Face | Project | Students in this class complete a research project on a contemporary electronic media topic of their choice. This research project is completed over a seven-week period and includes multiple steps in the process: choosing a topic and writing research questions; conducting research and completing an annotated bibliography; developing a thesis statement; writing an outline for a research paper; and completing a five to seven-page research paper. In conducting their research and developing their thesis statement, students demonstrate their ability to "Select, analyze and evaluate competing information to formulate a personal philosophy of media" and in completing the project, they demonstrate their ability to "Synthesize course concepts into a term paper selected from several topic options". In addition, as the research project focuses on evolving issues and trends in contemporary electronic media, the students also demonstrate their ability to "Hypothesize the future of media in the United States" in completing it. In addition to this research project, students completed mid-term and final exam essay questions, class discussions, and a class presentation that also helped demonstrate their learning outcomes. | 12 | 12 | 3 | 10 | 8 | 44 students enrolled in this course in Winter Quarter 2024. Out of the original 44 students enrolled, 7 dropped the class, and one student withdrew. Of the 37 students who stayed in the course, 12 students received an A grade on the research project and were deemed to have exceeded the expectations, 12 students received a B grade on the project met and were deemed to have met expectations, 3 students received a C grade on the project and were deemed as approaching the expectations, and 10 students received a D or F grade on the project and were deemed having not meet the expectations. Having 24 of 37 students exceed or meet the expectations in this course, and 3 other students approaching the expectations, shows a majority of successful outcomes, but not a high percentage of success. The research project/paper is a challenge for students, and some students are not able to complete it successfully for a variety of individual reasons. | I have taken several initiatives in helping students succeed in the challenging research project. As some students have little or no previous experience doing an academic research project like this, I try to clearly present and give detailed feedback on each step of the process. For example, before commencing research, I arranged a library tour for the students in which a librarian explained how to best use library resources in their research. Also, in addition to written feedback on student work during the process, I scheduled individual Zoom meetings with students to discuss their writing topics and any struggles they are having. I will continue to devise similarly support strategies and interventions moving forward to increase the percentage of students meeting or surpassing the learning outcomes. |
| F/TV | Alexandra Lacey | FTV 10-01 | 24747 | Students will be able to:<br> -Select, analyze and evaluate competing information to formulate a personal philosophy of media.<br> -Synthesize course concepts into a term paper selected from several topic options.<br> -Hypothesize the future of media in the United States. | 2025-2026 | Fall | Face-to-Face | Project | Students in this class complete a research project on a contemporary electronic media topic of their choice. This research project is completed over a seven-week period and includes multiple steps in the process: choosing a topic and writing research questions; conducting research and completing an annotated bibliography; developing a thesis statement; writing an outline for a research paper; and completing a five to seven-page research paper. In conducting their research and developing their thesis statement, students demonstrate their ability to "Select, analyze and evaluate competing information to formulate a personal philosophy of media" and in completing the project, they demonstrate their ability to "Synthesize course concepts into a term paper selected from several topic options". In addition, as the research project focuses on evolving issues and trends in contemporary electronic media, the students also demonstrate their ability to "Hypothesize the future of media in the United States" in completing it. In addition to this research project, students completed mid-term and final exam essay questions, class discussions, and a class presentation that also helped demonstrate their learning outcomes. | 9 | 12 | 6 | 13 | 6 | 45 students enrolled in this course in Fall Quarter 2025. Out of the original 45 students enrolled, 6 dropped the class, and one student withdrew. Of the 40 students who stayed in the course, 9 students received an A grade on the research project and were deemed to have exceeded the expectations, 12 students received a B grade on the project met and were deemed to have met expectations, 6 students received a C grade on the project and were deemed as approaching the expectations, and 13 students received a D or F grade on the project and were deemed having not meet the expectations. Overall, having only 24 of 37 students meet or exceed expectations is concerning. The truth is, the research project/paper is a challenge for students, and some students are not able to complete it successfully for a variety of individual reasons. | I have taken several initiatives in helping students succeed in the challenging research project. As some students have little or no previous experience doing an academic research project like this, I try to clearly present and give detailed feedback on each step of the process. For example, before commencing research, I arranged a library tour for the students in which a librarian explained how to best use library resources in their research. Also, in addition to written feedback on student work during the process, I scheduled individual Zoom meetings with students to discuss their writing topics and any struggles they are having. I will continue to devise similarly support strategies and interventions moving forward to increase the percentage of students meeting or surpassing the learning outcomes. |
| F/TV | Susan Tavernetti | F/TV 1-53Z | 39172 | Demonstrate recognition, description and analysis of formal aesthetics elements of the cinematic arts (ie: narrative, mise-en-scene, cinematography, editing, sound). | 2025-2026 | Winter | Online - Asynchronous | Other | Written Assignment (100 points): <br> Choose ONE of the following:<br> ANALYSIS OF ONE CINEMATIC ELEMENT (such as theme; dramatic structure; point of view; color; art design; costuming; camerawork; lighting; editing; or sound design) throughout any feature film screened outside of the course and released in 2025 or 2026. <br> <br> ANALYSIS OF AN AMERICAN COMMERCIAL produced for the national market in 2026. | 18 | 4 | 2 | 19 | 1 | The number of students not meeting and/or approaching expectations was due to late submissions: 10 points deducted for each week past the deadline. The other major reason was the use of AI-generated content without citation, despite repeating the AI Policy on my Syllabus, Syllabus with Audio, Syllabus Quiz, Announcements and individual messages to students. Late submissions were obviously dashed off at the last minute and suffered from substandard analysis and writing style. Only a handful of students took advantage of the option of submitting a rough draft to me for extensive feedback. I have never experienced anything like this, including since teaching this course online during COVID-19. | Encourage the submission of rough drafts for extensive instructor feedback. Revise the AI Policy to delete the option of "brainstorming" with AI, as much analysis was taken directly from AI responses. Repeat the AI/Plagiarism Policy even more so. |
| F/TV | Susan Tavernetti | F/TV D002A 50Z | 37062 | Display ability to critically appraise motion pictures from different time periods and parts of the world in aesthetic, technological, economic and socio-historical contexts. | 2025-2026 | Winter | Online - Asynchronous | Other | Final Exam Essay | 21 | 1 | 3 | 14 | 3 | Students meeting or exceeding expectations responded to the prompts with good critical thinking and writing skills. Those that didn't meet the outcome: 1) Used AI-generated content without citation, despite being explicitly told not to use AI tools at all; 2) Replied to the prompt of their choice incorrectly; or 3) Did not address the prompt at all, in fact addressing a prompt from a past final exam. Regarding the latter, perhaps they found a previous exam posted on Course Hero or a similar website. The AI and Plagiarism Policies were repeated in the Syllabus, Syllabus with Audio, Syllabus Quiz, Announcement, Guidelines for the Final Exam Essay, and messaging to individual students. | Reinforce the Plagiarism and AI Policy even more, and disallow the use of AI platforms for brainstorming (as many of the essay responses were based on, "humanized" and/or paraphrased from AI platforms). In the future, this course and exams may have to be in-person only due to the extensive use of AI without attribution. |
| F/TV | Susan Tavernetti | FTV 2B-50Z | 889 | Display ability to utilize critical thinking skills and appraise motion pictures from different time periods and parts of the world in aesthetic, technological, economic and socio-historical contexts. | 2025-2026 | Winter | Online - Asynchronous | Other | Final Exam Essay | 26 | 6 | 3 | 0 | 2 | The majority of students met or exceeded expectations, resulting in high scores on the Final Exam Essay due to their critical thinking and writing skills. Sixteen students earned an A in the course, and 14 earned a B. I'm unsure why these students performed so much better than those in the 1895-1950 film history course. Perhaps the 1950-Present films and material are more relevant and engaging for them. However, I did have to repeatedly reinforce the Plagiarism and AI Policies, as many of the other course assignments were flagged by turnitin.com and other AI detectors as being AI-generated content. Since I only teach this course once a year, the increase in AI usage--without citation/attribution--was an eye-opener. And not in a good way. | Reinforce the Plagiarism and AI Policy even more, and disallow the use of AI platforms for brainstorming (as many responses in Discussions were based on, "humanized" and/or paraphrased from AI platforms). <br> <br> Continue to feature current films such as De Anza F/TV alumnus Sean Wang's DIDI, a Taiwanese-American coming-of-age film set in Fremont, to which they can relate in multiple ways. |
| F/TV | Mark Hamer | F/TV D072G 01Y | 45193 | • Create the pre-production visual and audio components of a short personal animated film. | 2025-2026 | Winter | Hybrid (some Face-to-Face) | Project | The students create a video animatic of their own, original idea for a short animated film. The animatic is a time-based approximation of their film using storyboards and rough audio, but no animation. The animatics are presented to the class during our finals week meeting<br> <br> Each animatic includes all the pre-production visual and audio components of their short personal animated film. The animatics are graded on whether all these components are present, effective, and working well to tell the story of their film, based on lessons and examples presented during the quarter<br> | 8 | 2 | 0 | 0 | 0 | The majority of students exceeded expectations, with two students meeting expectations. All students submitted the final project, so of the small percentage that merely met expectations, the reason was due to missing previous assignments in the quarter. | In order to improve the number of students exceeding expectations, more support may be needed to help students make up missing or late assignments, and to identify any learning gaps or issues that are preventing them from finishing their work successfully. This may include one-on-one help during class/lab time, and/or reaching out to these students via email to check in with them |
| F/TV | Mark Hamer | F/TV D072H 01Y | 35043 | • Create the production visual and audio components of a short personal animated film. | 2025-2026 | Winter | Hybrid (some Face-to-Face) | Project | Students build on the pre-production work they did in F/TV 72G and produce a project in the form of rough animation and audio for their short personal animated film. The rough animation with audio is presented to the class during our final meeting<br> <br> Each final presentation of work includes all production visual and audio components of their short personal animated film. Projects are graded on whether all of these components are present, effective, and working well to tell the story of their film, based on lessons and examples presented during the quarter<br> | 9 | 2 | 0 | 0 | 1 | This is one class in a series of 3 stacked classes. Of the 13 students enrolled in this class, 9 exceeded expectations, 2 met expectations, and 1 student isn’t applicable because they stopped coming to class after the drop deadline. This tells me that the course prepared students successfully to meet the SLO, with some room for improvement in the 2 students who met expectations | Overall, the results are very positive, but there is still some improvement to be made. Students sometimes have trouble with time management and self-motivation when it comes to their weekly assignments, which leads to missing assignments. The class is formatted to help with these two factors, but some students still have trouble<br> <br> In order to improve the number of students exceeding expectations, more support may be needed to help students stay on schedule with their assignments and make regular progress on their animation. This may include one-on-one help during class/lab time, and/or reaching out to these students via email to check in with them<br> |
| F/TV | Mark Hamer | F/TV D072G 01Y | 35044 (thi | • Create the pre-production visual and audio components of a short personal animated film. | 2025-2026 | Winter | Hybrid (some Face-to-Face) | Project | The students create a video animatic of their own, original idea for a short animated film. The animatic is a time-based approximation of their film using storyboards and rough audio, but no animation. The animatics are presented to the class during our finals week meeting<br> <br> Each animatic includes all the pre-production visual and audio components of their short personal animated film. The animatics are graded on whether all these components are present, effective, and working well to tell the story of their film, based on lessons and examples presented during the quarter<br> | 8 | 2 | 0 | 0 | 0 | This is one class in a series of 3 stacked classes. The majority of students in this class (8) exceeded expectations, with two students meeting expectations. All students submitted the final project, so of the small percentage that merely met expectations, the reason was due to missing previous assignments in the quarter. | In order to improve the number of students exceeding expectations, more support may be needed to help students make up missing or late assignments, and to identify any learning gaps or issues that are preventing them from finishing their work successfully. This may include one-on-one help during class/lab time, and/or reaching out to these students via email to check in with them |
| F/TV | Mark Hamer | F/TV D072J 01Y | 38705 | • Create the post-production visual and audio components of a short personal animated film. | 2025-2026 | Winter | Hybrid (some Face-to-Face) | Project | Students build on the production work they did in F/TV 72H and create the post-production elements of their short personal animated film, with final animation and sound. The finished film is presented to the class during our final meeting<br> <br> Each final presentation includes all post-production visual and audio components of their short personal animated film. Projects are graded on whether all of these components are finished, polished, and working well to tell the story of their film, based on lessons and examples presented during the quarter<br> | 3 | 0 | 0 | 0 | 0 | This is the final class in a series of 3 stacked classes. All 3 students enrolled in this class exceeded expectations. This tells me that the course prepared students successfully to meet the SLO | Based on these results, no enhancements/action are needed at this time. However, to ensure it stays this way continued support may be needed to help students with missing or late assignments to identify any learning gaps or issues that are preventing them from finishing their work successfully. This may include one-on-one help during class/lab time, and/or reaching out to these students via email to check in with them |
| F/TV | Mark Hamer | F/TV D067A 01Y | 25290 | • Design realistic and expressionistic animated movements. <br> • Create drawn sequences of character and effects animation.<br> | 2025-2026 | Fall | Hybrid (some Face-to-Face) | Portfolio | The students create a portfolio in the form of a demo reel that showcases their three strongest animation assignments from the quarter. The demo reels are presented to the class during our final meeting<br> <br> Each of the assignments included in the demo reel is a drawn sequence of character and/or effects animation. The animated sequences in the demo reel are graded on how realistic and expressionistic the animated motion is, based on lessons and examples presented during the quarter<br> | 21 | 3 | 0 | 1 | 0 | The majority of students exceeded expectations, with 2 students meeting expectations, and 1 student not meeting them due to missing assignments. The 2 students who met expectations both had issues with attendance, which lost them points and affected their grade | Based on this, in order to improve the number of students meeting expectations more support may be needed to help students with missing or late assignments to identify any learning gaps or issues that are preventing them from finishing their work successfully. This may include one-on-one help during class/lab time, and/or reaching out to students who miss class via email to check in with them |
| F/TV | Mark Hamer | F/TV D070A 01Z | 35083 | • Apply principles of cinematography and visual storytelling using storyboard panels. | 2025-2026 | Winter | Online with at least some synchronous hours | Portfolio R | The students create a portfolio that includes all of the pre-production elements of a storyboarded scene for an animated film, including: final storyboards for the sequence, character designs, prop designs, and a layout for the environment in the scene. The portfolios are presented to the class during our final meeting<br> <br> The portfolio is graded on how the clarity, presentation and appeal of each of the elements, and how well each of the elements included in the portfolio work together in the final storyboards to tell the story the student is presenting. <br> | 22 | 1 | 1 | 0 | 7 | The majority of students exceeded expectations, with 1 student meeting expectations. The 7 students who are listed as N/A each had several missing assignments and/or absences that prevented them from successfully meeting the SLO’s. | These results indicate that of the students who regularly attended class, participated and completed the homework assignments, 22 of them exceeded expectations and 1 met expectations. This shows that the class is successful in its instruction, with these students are meeting the SLO’s<br> <br> The 7 students who weren’t applicable in regards to the SLO’s all have several absences and missing homework assignments, which prevented them from meeting the SLO’s. Engagement is vital in an online class, for that reason this one has synchronous meetings online to help engage students with the instructor, the material and each other. <br> In order to improve the number of students who attend class regularly and submit the homework each week, more support may be needed to help students with missing or late assignments to identify any learning gaps or issues that are preventing them from finishing their work successfully. This may include one-on-one help during class/lab time and office hours. It may also be necessary to reach out to students more often who miss class via email to check in with them<br> |
| F/TV | Mark Hamer | F/TV D075G 50Z | 26499 | • Identify and describe the development of the animated short film from 19th century pre-cinematic devices to the present, noting its role in international film history. <br> • Analyze the formal evolution of the animated short film, including the development of aesthetic elements such as narrative structure, art direction, camera language, sound design and editing styles. <br> • Employ knowledge about aesthetic, technological and socio-political contexts to contrast animated films produced in various historical eras and geographic regions.<br> | 2025-2026 | Fall | Online - Asynchronous | Project | The form above would only let me choose one method, but there are two primary methods of assessment for this course: a final exam and a research project. The final exam asks students to identify and describe important elements in the development of animated films internationally, while the research project asks students to analyze the evolution of animated film as seen through one topic chosen from various historical eras and geographic regions. In this research project, students refine and employ their critical thinking skills in a display of their understanding | 33 | 8 | 1 | 0 | 5 | The majority of students exceeded expectations, with a good number of the remaining students meeting expectations, and 1 approaching. The percentage that was N/A and didn’t meet the outcomes was due to missing assignments and lack of participation, which can be a factor in an online asynchronous class | These numbers tell me that the current course structure is working well to meet expectations and achieve the SLO’s but there is room for improvement. <br> <br> Student engagement in an asynchronous online course can be a challenge, and in order to improve the number of students meeting expectations more support may be needed to help students with missing or late assignments to identify any learning gaps or issues that are preventing them from finishing their work successfully. This may include one-on-one help during office hours, additional forms of instruction, and/or reaching out to these students via email to check in with them.<br> <br> I have been trying new ways to engage students, including optional film screenings over zoom, a padlet discussion board, a mid-quarter assessment survey, and announcements/discussions about events pertinent to our course of study.<br> |
| F/TV | Michael Parks | FTV D068A | 47065 | Design and edit soundtracks for animated films, containing effects ambiences, recorded<br> sounds, existing sound effects, and atmospheric musical scores.<br> <br> Synchronize voice tracks to animated characters and edit music cues to animated<br> sequences. | 2025-2026 | Spring | Online - Asynchronous | Project | Students create audio and animation projects, usually one per module, with a three-week final project. | 8 | 3 | 4 | 4 | 8 | Students who finish projects almost always achieve the the full learning outcomes. But this semester there was more than usual late work and less communication with students. | For communication, I'll need to research possibilities, as I offered additional meeting opportunities this quarter with dismal results. |
| F/TV | Mark Hamer | F/TV D075K 50Z | 48468 | • Identify and explain significant trends in the evolution of animation as an art form within the Japanese national cinema, as well as major contributions by individual directors and studios, from aesthetic, sociopolitical, economic, and technological perspectives. <br> <br> • Refine and employ critical thinking skills to appraise the narrative, visual and aural elements of motion pictures from different time periods within the Japanese national cinema. <br> <br> • Analyze representations of race and ethnicity, gender and sexuality in the context of their historical period, demonstrating an understanding of the politics of representation and the techniques of propaganda learned in class.<br> | 2025-2026 | Spring | Online - Asynchronous | Project | The form above would only let me choose one method, but there are two primary methods of assessment for this course: a final exam and a research project. The final exam asks students to identify and explain important developments, films, movements and elements from the history of Japanese animation, while the research project asks students to analyze the career and contributions of one important figure in the evolution of Japanese animated film. In this research project, students refine and employ their critical thinking skills in a display of their understanding | 28 | 2 | 2 | 4 | 4 | The majority of students exceeded expectations, with a good number of the remaining students either meeting or approaching. The small percentage that didn’t meet the outcomes was due to missing assignments and lack of participation | These numbers tell me that the current course structure is working well to meet expectations and achieve the SLO’s but there is room for improvement. Student engagement in an asynchronous online course is a challenge, and in order to improve the number of students meeting expectations more support may be needed to help students with missing or late assignments to identify any learning gaps or issues that are preventing them from finishing their work successfully. These include one-on-one help during office hours, additional forms of instruction, weekly online screenings and activities to boost engagement, and/or reaching out to these students via email to check in with them |
| MUSI | Chia-Yin Lin | MUSI D012A 61 | 38668 | Upon completion of this course, the student will be able to read music fluently in both treble and bass clefs, demonstrate proficiency in playing elementary-level piano repertoire in various genres, play scales with up to three sharps and flats with a high degree of accuracy, and confidently perform in a recital. | 2025-2026 | Winter | Face-to-Face | Presentati | Student learning is evaluated through weekly theory work and appropriately leveled repertoire assignments. The instructor monitors progress through observation and feedback during each class. A piano recital at the end of the quarter evaluates overall development. | 15 | 15 | 0 | 1 | 1 | Most students met or exceeded the learning outcomes. One student did not meet the outcome due to discontinuing attendance after the midterm. Student progress was supported by providing individualized feedback and posting weekly instructional videos of the assigned music on Canvas for review. | I will continue providing individualized feedback and weekly videos on Canvas to support student learning. |
| PHTG | Sita Bhattacharji | PHTG D007 01 | 33659 | Interpret and utilize the photographic medium as a means of communication | 2025-2026 | Winter | Face-to-Face | Project | Students are given an assignment to research a particular photographer, then, based on that information, make 5 photographs in the style of that photographer. | 8 | 1 | 0 | 4 | 0 | All of the students who completed the work for this class met or exceeded the expectations for this assignment. | None for this assignment. |
| THEA | Peter Ray Juarez | Theory and Techniqu | THEA D02 | Develop the voice and body as an instrument of expression while gaining confidence through the experience of interaction and audience performance.<br> Demonstrate ability to analyze text and performance content for self-advancement.<br> Develop critical thinking and interpersonal communication skills as well as diversity perspectives through collaborative projects. | 2025-2026 | Spring | Hybrid (some Face-to-Face) | Presentati | Performances: Students will participate in three performances. The first performance will be a monologue approved by your instructor. The second performance will be a group performance either in the 15-minute Hamlet or The Scottish play. The final performance will involve a monologue from a contemporary/classical work upon approval by your instructor. \*A scene performance may fulfill the final if approved by your instructor. These performances will include a scored a script, identifying character development, and other key components. These will be defined throughout the quarter.<br> <br> Midterm: The midterm will be a memorized monologue approved by your instructor. Consider the following: Metamorphosis by Mary Zimmerman, Elliot, A Soldiers Fugue by Quiara Alegria Hudes, and/or Hookman by Lauren Yee. These performances will include a scored a script, identifying character development, and other key components. These will be defined throughout the quarter and in relation to the Stanislavski method.<br> | 19 | 19 | 19 | 1 | 2 | Theatre and performance is an ongoing process. This is something I will continue to explore and collaborate with our students. | I will continue to update and explore different playwrights to better support and encourage our students in theatre and performance arts. |