University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Leeward Community College
Program: Digital Media Production

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The last comprehensive review for this program was on 2011, and can be viewed at: 2899

Program Description

The Digital Media curriculum provides creative individuals with the art and design training needed to explore and express ideas using leading edge technology and skill-sets. Students receive integrated digital media training incorporating art theory, web design and development, computer graphics, non-linear digital video, business and marketing, streaming media and web animation, motion graphics media authoring, and 2D and 3D animation. Students become life-long learners, developing the skills required for a vast array of digital media careers.

The program is in line with the campus and the University of Hawaii’s mission of work force development as stated in the Leeward Community College Catalog. The program helps to provide the trained workforce needed in the State, the Asia-Pacific region, and internationally by offering occupational, technical, and professional courses which prepare students for immediate and future employment and career advancement.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: DMED

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 71 78 7 Unhealthy
2 *New & Replacement Positions (County Prorated) 52 49 4
3 *Number of Majors 141 143 153
4 SSH Program Majors in Program Classes 774 738 711
5 SSH Non-Majors in Program Classes 711 489 330
6 SSH in All Program Classes 1,485 1,227 1,041
7 FTE Enrollment in Program Classes 50 41 35
8 Total Number of Classes Taught 28 27 22

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 17.7 15.1 15.8 Cautionary
10 *Fill Rate 91% 76% 79%
11 FTE BOR Appointed Faculty 0 0 0
12 *Majors to FTE BOR Appointed Faculty 0 0 0
13 Majors to Analytic FTE Faculty 45.2 48.3 61.5
13a Analytic FTE Faculty 3.1 3.0 2.5
14 Overall Program Budget Allocation $144,766 $189,173 $204,026
14a General Funded Budget Allocation $144,766 $189,173 $204,026
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees Not Reported Not Reported $0
15 Cost per SSH $97 $154 $196
16 Number of Low-Enrolled (<10) Classes 1 4 2

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 83% 81% 85% Cautionary
18 Withdrawals (Grade = W) 21 17 17
19 *Persistence (Fall to Spring) 69% 74% 76%
20 *Unduplicated Degrees/Certificates Awarded 45 32 23
20a Degrees Awarded 21 16 16
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 49 51 23
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 6 7 9
22a Transfers with credential from program 3 5 2
22b Transfers without credential from program 3 2 7

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 1 2 1  
24 Enrollment Distance Education Classes 25 31 16
25 Fill Rate 100% 78% 80%
26 Successful Completion (Equivalent C or Higher) 88% 77% 88%
27 Withdrawals (Grade = W) 2 1 1
28 Persistence (Fall to Spring Not Limited to Distance Education) 0% 71% 63%

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 100.00 Met  
30 2P1 Completion 45.00 51.61 Met
31 3P1 Student Retention or Transfer 56.00 79.31 Met
32 4P1 Student Placement 51.00 36.00 Not Met
33 5P1 Nontraditional Participation N/A N/A N/A
34 5P2 Nontraditional Completion N/A N/A N/A
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicators

The demand indicators showed that the program is unhealthy.  This is in large part due to a perceived drastic reduction of available new and replacement positions. The numbers seem to have fallen from 78 (State) and 49 (County Prorated) in 2010-2011 to 7 and 4 respectively in 2011-2012. 

Under closer scrutiny, it was revealed that the categories utilized for analysis was the Standard Occupational Classification (SOC) that fell under one Classification of Instructional Programs (CIP).  The codes utilized for 2011-2012 were as follows:

     Classification of Instructional Programs

     10.0303 Prepress/Desktop Publishing and Digital Imaging Design

     Standard Occupational Classifications

     43-9031.00 Desktop Publishers

     51-51111.00 Prepress Technicians and Workers

These types of occupations are more closely related to print graphics, and do not accurately represent the types of occupations for which our degree and certificate earners are being prepared.

The Digital Media Program consists of four distinct areas of specialization;  Digital Photography, Internet Publishing, Motion Graphics, and Character Animation.  Grouping these four areas of study under the one CIP will not give us a good measure of  employment opportunities.

After discussing this situation with Kapiolani Community College’s (KAP CC) New Media Arts (NMA) Coordinator Chris Gargiulo, we found that for years the NMA program had struggled with the same problem:  the SOC code that they were using gave the impression that there was little demand for NMA majors in Hawaii.   This past year (2011-2012), the NMA program  was permitted to use two SOC codes for their two Associate of Science (AS) Specializations to better reflect the demand.  For 2011-2012, these SOC codes were used:

     Standard Occupational Classifications

     271014 Multi-Media Artists and Animators (AS specialization in Animation)

     271024 Graphic Designers (AS specialization in Interface Design)

This change resulted in a 69 (State) and a 24 (County Prorated) new and replacement position count and a healthy demand indicator rating.  The new codes represent more accurately the available job positions available to students earning the NMA AS degrees from KapC.

Similarly, Leeward's DMED program should be using three SOC codes:

     Standard Occupational Classifications

     27-4021.00 – Photographers (AS Digital Photography)

     15-1134.00 - Web Developers (AS Internet Publishing)

     27-1014.00 - Multimedia Artists and Animators (AS Motion Graphics and Character Animation)

When we do change the SOC codes used to determine the number of new and replacement positions available, we weill have a more accurate idea of the demand for our majors.


Efficiency Indicators

The calculations using the current data has resulted in a "Cautionary" rating--as it was last year.

The main reason for the cautionary rating is the Majors to FTE BOR Appointed Faculty ratio.  However, the number of Faculty is being represented as  0.  There are actually two BOR Appointed Faculty teaching DMED classes, but the DMED faculty have been classeified under the TVPR Program.  We need to administratively change the classification of these faculty to properly reflect the actual FTE assigned to the DMED Program--1.5 FTE (One DMED faculty member is currently assigned to teach .5 of their workload in the TVPR Program.) 

Even if we were to factor in 1.5 FTE Faculty, the overall Efficiency rating would still be "Cautionary" because for the number of majors we have  (153), we would need three FTE faculty to make the rating for the Majors to Faculty ratio "Cautionary" so that with the "Healthy" Fill Rate, we would have a "Healthy" efficiency rating.  Therefore, especially with the advent of the AS in Digital Photography, it is imperative that one FTE faculty teaching photography courses be added to the Art Department.  The photography courses are taught as art courses, and there is enough continuing capacity for the current lecturer to teach a full load every semester.  Though this position does not fall under the Professional Arts and Technology Division, it is important for DMED to support essential art positions since 40% of our necessary courses are designated as art courses.


Effectiveness Indicators

The effectiveness indicators showed that the program is cautionary.

The most troubling of these indicators is the number of unduplicated degrees/certificates awarded.  The number went from 45 in 09-10 to 32 in 10-11 and finally 23 in 11-12.  The primary cause for the decline is that the other certificate awarded category dropped significantly from 51 in 10-11 to 23 in 11-12.  This situtation is remediable since we know that many of our students qualify for one of the four Certificates of Competence degrees we offer. 

One constant challenge is that many of our students leave the program before they receive the degree.  They can get jobs with the skills they received, and the industry hires them according to their portfolio not their degree.


Distance Education

We offered only 1 distance education course.

Because the DMED curriculum involves hands-on learning the equipment is expensive, and it is difficult for students to do the course requirements via distance education.  The program will try to offer more distance education courses in the future, but some courses could never be offered via Distance Education.


Perkins Core Indicators

Student placement didn’t meet the Perkins core indicators.  The DMED program coordinator is continuing to work with the Leeward CC Job placement center to improve placement in the future.

Part III. Action Plan

We need to follow up with administration to change SOC codes.

We need to follow up with administration to start the process of organizationally reassigning current DMED FTE’s to the DMED program.

I have contacted our current DMED counselor to help identify and contact those students who qualify for certificates and have them fill out the necessary paperwork.  In the classroom, we also need to take an active role in encouraging our to students meet with counselors to track their academic progress.

We have proposed a 45 credit Certificate of Achievement that should be effective Fall 2013.  It is important to note that although the two new AS specializations in Character Animation and Digital Photography became effective in 2011.  As such, we should see a rise in AS degrees conferred in 2013.

Explore the possibility of creating an Associate of Arts in DMED.  This would be advantageous since many of our students that take DMED courses would also like to transfer to a four-year institution.

Part IV. Resource Implications

Create a new full-time position in the Art Department to teach Digital Photography courses.  Currently we have a lecturer continually teaching a full load of Photography and related courses for the AS degree in Digital Photography.  Though this position is not in the Professional Arts and Technology Division, it is important for DMED to support the Art Department since 40% of our curriculum are Art courses. 

Ask for funding to hire a student help to oversee the classroom labs.  In Fall 2012, the DMED program’s open labs were relocated to the new Learning Commons.  There are only 10 available workstations available for 153 majors.  In addition, the reduced operating hours of the Learning Commons to 6:30PM (the labs were previously opened till 8:00PM), and lack of Saturday operating hours (the lab previously was opened from 8:00AM till 12:00PM on Saturdays) has truly reduced our students access to computers.  This has resulted in many complaints by students, and a survey of instructors revealed that they reduced the amount of material covered and in some cases the number of projects to minimize consequenceon student grades.  Such a drastic impact should not have occurred, and the previous open labs available in BS-103, BS-104, and BS-105 (60 computers) should be reinstated. 

Utilize the currently empty BS-109 classroom as a drawing room for DMED 242 (Character Animation) and ART 198D (Cartoon Drawing and 2D Animation) and a photography portrait studio for ART 107D (Introduction to Digital Photography), ART 207D (Intermediate Digital Photography) and the recently proposed ART 277D (Studio Photography). DMED 242 and ART 198D requires regular desktops to that can accommodate light tables 2’ X 2.5’.   The minimal desk space currently available in a computer classroom is inadequate for this purpose.  When the DMED open lab was transferred to the Learning Commons, there was no provision for a photography portrait studio available outside of class time.  As such it was discussed in a meeting that dedicated space should be investigated.  Matting assignments in ART 107D and 207D also require large desktop area to cut and matte photographs.  I am proposing that BS-109 could be used for both type of classes.  Roll-away desks could be purchased so that flexible space could be created to accommodate the needs of both the photography and drawing courses.

Give reduced time to the Digital Media faculty.  Because the program is small our faculty have 4 and sometimes 5 different preparations to teach and prepare during one semester.  In one year, each faculty member teaches between 7 to 8 different classes.

Provide training for our faculty in their field of teaching.  The technology is constantly changing.  It is vital for the program that our faculty are on top of the new techniques at all times.  Providing training for faculty every 2 years should cost about $6000 a year.  This year we plan to utilize our allocated budget, and apply for Perkins funds.

Replace the hardware every 4 years for the two and a half labs that the program needs to operate.  This should cost $60,000.00 a year.

Upgrade the software every year for the three labs needed to operate the program. This should cost about $14,000.00 a year.

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Develop critical thinking and problem-solving skills for project planning and use of necessary collaborative skills.


Communicate clearly and concisely, visually, verbally and in writing, using techniques appropriate for the intended audience.


Identify and explain standards of professionalism as they pertain to personal and work-related endeavors.


Exhibit a portfolio of projects related to the chosen specialization at the conclusion of the Associate in Science degree work.

A) Evidence of Industry Validation


B) Expected Level Achievement


C) Courses Assessed

During this period, the following courses were assessed:

ART 107D, ART 202, ART 214, DMED 120, DMED 131, DMED 132, DMED 133, DMED 140, DMED 141, DMED 200, DMED 221, DMED 243, DMED 293

D) Assessment Strategy/Instrument

The DMED curriculum uses course SLO's to assess P-SLO's.

In Fall 2012 as part of the Tk20 initiative, courses were mapped to the Program Learning Objectives.

The DMED Program utilizes an Electronic Portfolio course (DMED 200), which all students must take as part of their core requirement.  This exit course serves as a capstone class that demonstrates the students various skills learned within their specialization.

E) Results of Program Assessment

It was found that through mapping our courses that all four P-SLO's were being met by the program.

In reviewing indiviual course assessments 1B sections were completed in only 50% of the courses assessed during this period.

Of those, it is evident that final projects utilized for assesments meet the criteria for meeting P-SLO's.

F) Other Comments

In Fall 2011, changes to the course SLOs to better align with current P-SLO's were approved by the curriculum committee for the following courses:

DMED 120, DMED 130, DMED 131, DMED 132, DMED 133, DMED 140, DMED 141, DMED 240, DMED 242, DMED 243

In Summer 2012, the Digital Media Advisory Board met and verified the P-SLO's as valid and current.

G) Next Steps

It is apparent that more DMED course must be assessed utlizing part 1B of the assessment tool to further link SLO's to P-SLO's.  The DMED Program needs to expand the number of assessed courses during the current academic year. 

A new process through the Tk20 inititative will be introduced to assess course SLO's.  Individual instructors will be given a choice to utilize this new system.  It is my hope that this new procedure will lead to better transparency in linking individual course SLO's to P-SLO's.  In addition, it is my understanding that through this initiative P-SLO's will also be mapped to Institutional Learning Outcomes.

Discussions will take place with faculty in the major specializations to ensure that course P-SLO's are under consideration when designing projects and assignments.  Of particular concern is P-SLO 1: Develop critical thinking and problem-solving skills for project planning and use of necessary collaborative skills. While most specializations and courses can directly link projects to critical thinking and project planning, collaborative skills is an area which needs to be further examined in specializations which traditionally utilize singular accomplishments seemingly without the collaboration of others.  This includes the digital photography, character animation, and motion graphic courses.