Art Program Learning Outcomes
The Art Program has created learning outcomes as a method for measuring both student progress and the effectiveness of our programs. The faculty has identified seven skill areas and intellectual qualities that they believe all practicing artists should possess, and has defined them as outcomes or goals for our program. They are:

1. Fundamentals of Technique and Design

• chooses appropriate techniques and tools
• demonstrates expressive and sensitive handling of materials
• demonstrates understanding of color theory
• applies concepts of design and composition
• produces two-dimensional, three-dimensional, and digital artwork
• understands health risks for artists and demonstrates safe handling of materials and equipment

2. Productivity, Experimentation and Risk-taking

• is productive
• works diligently
• practices exploration and experimentation
• sees value in risk-taking and unexpected results

3. Personal and Cultural Identity

• integrates personal, family or cultural values in the work
• produces artwork demonstrating awareness of issues stemming from popular culture,
  history, politics, psychology, literature or spirituality

4. Critical Thinking

• addresses complex visual or conceptual themes in his/her work
• work shows development of ideas, selectivity, and judgment
• work demonstrates understanding of the relationship between form and content
• is open and responsive to suggestion and criticism by faculty
• develops a philosophy of art and teaching (Education students)

5. Speaking, Reading and Writing

• presents bibliography of five or more significant books and articles read per year in college (Sophomores present 10+, Juniors 15+, Seniors 20+)
• reflects on these books and articles in a sketchbook or journal
• writes or speaks on creative, persuasive, and informative modes of expression
• writes outcome statements that demonstrate knowledge of rules of grammar, punctuation, paragraph construction, and essay writing and submits them on time

6. Art Historical Research

• identifies three art movements, their artists and their artworks that inform his/her personal identity
• identifies one art movement, its artists and artworks distinctly different from his/her personal identity
• identifies sources and tools for art historical research
• reflects on gallery and museum exhibitions in journal or sketchbook
• produces a formal research paper

7. Senior Exhibition

• writes an exhibition statement
• designs an annotated exhibition floor plan
• produces an exhibition flier or announcement
• writes a press release
• installs and lights an exhibition
• presents work professionally

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Faculty Critique Process:
Students are required to participate in two faculty critiques. The first occurs in the second semester of their sophomore year and the second occurs as part of their senior exhibition. They present a portfolio of artwork as evidence of accomplishment and written self-evaluation responses to the learning outcomes and an artist's statement. They must also give themselves a numeric rating for each outcome, which is based on a six point rating scale with six being the highest.

Faculty and staff conduct these critiques around mid-semester, twice yearly. They review the student's work and ask questions about various aspects of their portfolio and/or outcome responses. The faculty meets to discuss each student's critique. The Program Director writes a personalized response for each student based on the important aspects of this discussion and the mean faculty numeric ratings, which is sent to the student and her/his academic advisor. This written document represents evidence of the faculty's assessment of the student's areas of strength and weakness and contains recommendations for areas of improvement.