Art

What is the program’s mission statement or statement of purpose? Why does the program exist?

Art Department’s Mission Statement for Undergraduate Programs:

The Art Department's primary mission is to meet the instructional needs of our students by placing an emphasis on developing within each student a sense of visual awareness, self-discipline, an analytical approach toward the creative process, an awareness of historical issues, and a commitment to craftsmanship. Carefully structured degree programs provide each student with the maximum opportunity for personal development and professional growth.

MA in Art Program Mission:

The Master of Arts in Art program is designed to provide candidates with advanced artistic development, professional growth, and prepare candidates for further graduate study. Areas of studio art concentration include ceramics, jewelry/metalsmithing, drawing and painting, printmaking, and sculpture.

MA in Art with Art Education Option Program Mission:

TheMastersof ArtinArtwithArt EducationOptionisa32-hour program blending onlinecourseswithintensivestudioexperiencesdesignedtostrengthen thedevelopmentofcertifiedartteachersandallowthemtoengagein professional developmentand graduatestudies.This programisdesignedto allowthepracticingartteacher tocompletethedegreeprogramintwoyears by takingarteducationcourses onlineduringtheFall andSpringsemesters, andart historycourses onlineandstudioartcoursesoncampusfor twosummers.The Art Educationoption doesnotleadtoteachercertification.

Master of Arts in Art with Community Arts Option Program Mission:

The Master of Arts in Art, Community Arts Option is an online program designed to strengthen the development of non-certified and non-certification seeking professionals who work or desire to work with the arts in educational settings outside of the public school system. This option does not lead to certification.

How does the program mission align with the university mission?

The Art Department’s undergraduate mission is to provide comprehensive programs in art that develop the creative and problem solving abilities of students, provide maximum opportunity for personal development and professional growth, and, through their education, students become responsible citizens and leaders. The department’s mission aligns directly with the university’s mission that "students learn the methods and results of free and rigorous inquiry in the arts … guided by a faculty known for its excellence in teaching, research, creative activity, and service."

The MA in Art programs are designed to provide an opportunity for advanced artistic growth, professional development, and to prepare students for further study. These goals are in line with the Graduate School’s mission is to provide superior programs for professional development and as preparation for advanced scholarship, while fostering critical thinking, problem solving, and creative activity. The graduate program in Art also enhances the undergraduate program through student interaction and by providing undergraduates with an awareness of the level of creative activity necessary for advanced studies in the visual arts.

Whom does the program serve?

The Art Department serves the State of Illinois and its residents, along with residents from other states and countries beyond the Illinois border who want to study Art. The Art Department serves the university and local community by providing cultural activities that enrich the cultural life of the university and local community.

What are the services provided? How do these services align with the university mission and program mission?

The Art Department provides well-structured academic degree programs in Art Education, Art History, Graphic Design, and Studio Art. Students completing these programs are ready to become contributing members of their communities as art teachers, designers, artists, and other related professions, and enhance the quality of life for both the student and society. The degree programs provide a solid foundation for students wanting to pursue advanced studies in art. The graduate programs continue to enhance that foundation for continue studies and provide professional development opportunities for practicing art educators.

Describe the program’s origins (e.g. year established, purpose, expectations).

The Art Department was established in 1899 with Ms. Anne Piper as the first department chair. The purpose of the department was and continues to be (a) offering courses in art for the well-structured degree programs offered by the Art Department, (b) courses to support the university’s general education program, and (c) courses in support of other programs offered at the university. The department sponsors or co-sponsors exhibitions, speakers, and other activities that complement the programs and enrich the cultural activities and life of both the academic and local community.

How has the unit changed or adapted over time?

When the Teacher Certification program in Art was established the purpose of the program was to prepare students to become K-12 Art Educators for public schools in addition to providing required art courses for general education and other programs. When the name and mission of the university changed from Eastern Illinois State Teachers College to Eastern Illinois State College the Art Department probably expanded the Bachelor of Art (B.A.) degree program to include Studio Art and Art History options. In probably the mid-1970s the Art Department established an option in Visual Communication that later became the Graphic Design option. Beginning in Fall 2010 the Art Department began offering a Bachelor of Fine Arts (B.F.A.) degree with options in Teacher Certification (Art Education), Graphic Design, and Studio Art, and the department revised the B.A. in Art program to have options in Art History and Studio Arts. The undergraduate degrees and options are reviewed and updated as needed. Since Fall 2010 the program has reviewed and update (1) Graphic Design option in 2011 to include 12 hours of Interactive/Motion Graphics coursework, (2) Teacher Certification option in 2012 to include more electronic media course choices and 2014 to reflect changes in Professional Education requirements, (3) Studio Art options in 2012 due to elimination of weaving courses and changes in course numbering due to new Financial Aid regulations. Faculty are consistently making changes in course content to reflect changes in the field and inclusion of new media or new technology made available to the students by purchase of necessary equipment for that new media or technology.

The MA in Art program was established in early 1960s. The MA in Art with option in Art Education was first established in 2004 and revised in 2013 to become a predominately online graduate program with two one-week summer residencies. The MA in Art with option in Community Arts was established in 2013 as a predominately online program with two one-week summer residencies. The MA in Art has changed and adapted with changes in discipline and the faculty, equipment, and physical plant resources available. The MA in Art with option in Art Education option has changed and adapted to provide graduate education opportunities for K-12 art teachers beyond the traditional residential campus setting. 

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

Art 3440 – Art for Teachers in Elementary Grades is offered in support of the Early Childhood, Elementary, and Middle Level Education programs in the College of Education and Professional Studies. 4 to 5 sections of Art 3440 are offered each academic year.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

While no other art courses than Art 3440 are offered specifically for Elementary Education major (General Option), some of these student will elect Fine Arts as their Area of Concentration and provide some internal demand for the art studio and art history courses. The checklist for this program states for Fine Arts the following:

“Fifteen semester hours of course work, six must be at the upper division level. Two disciplines must be represented with a minimum of two courses from each discipline. Select Art, Music or Theatre Arts.” (Checklist for Elementary Education Majors: General Option – Fall 2010, Fall 2011, and Fall 2012 catalogs - http://www.eiu.edu/~eemedu/degree_undergraduate.php).

Special Education majors can elect to pursue dual certification in Special Education and Art (Special K-12 Certificate); these students must take 32 semester hours of art coursework for the program, see 2013-2014 EIU Undergraduate Catalog < http://catalog.eiu.edu/preview_program.php?catoid=24&poid=3409&returnto=922> for listing of required and recommended courses. The number of students who pursue the dual certification program with Art as the choice is small.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The following data and statistics are from U.S. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Library Edition, Bulletin 2800. Superintendent of Documents, U.S. Government Printing Office, Washington, DC. http://permanent.access.gpo.gov/lps4235/2010-11/2010-11OOH.pdf

Graduates from Art Programs track into following employment areas:

BFA – Art with option in Graphic Design (largest number of graduates)

• Graphic designers: employment, 2008 of 286,100 and projected employment, 2018 of 323,100 with change of +36,900 positions or 13% growth
• Art directors: employment, 2008 of 84,200 and projected employment, 2018 of 94,000 with change of +9,800 positions or 12% growth
• Multi-media artists and animators: employment, 2008 of 79,000 and projected employment, 2018 of 90,200 with change of +11,200 positions or 14% growth

BFA – Art with option in Teacher Certification (Art Ed K-12 Certification) graduates and post-baccalaureate teacher certification students are most often employed in a secondary grade level position (6-12) or position teaching all elementary, middle and secondary levels (K-12). Elementary, middle school, and secondary teacher employment data in Occupational Outlook Handbook, 2010-11 Library Edition is not broken down by subject area (e.g. art) so the following is for all teacher employment in those areas. While art teachers are a small subset of these numbers, the percentage of employment growth for art teachers is probably similar to the total group.

• Elementary school teachers: employment, 2008 of 1,549,500 and projected employment, 2018 of 1,793,700 with change of +244,200 positions or 16% growth
• Middle school teachers: employment, 2008 of 659,500 and projected employment, 2018 of 760,600 with change of +101,200 positions or 15% growth
• Secondary school teachers: employment, 2008 of 1,087,700 and projected employment, 2018 of 1,184,100 with change of +96,300 positions or 9% growth

BFA – Art with option in Studio and BA - Art with option in Studio graduates track in various fields depending on choice of media. Students with 3D studio emphasis studying jewelry and metalsmithing, or ceramics might find employment in either the craft artists or fine artists fields. Students with 3D studio emphasis studying sculpture or 2D studio emphasis studying painting, drawing, digital art, or printmaking might find employment in fine artists fields. Also, some with 2D studio emphasis studying digital art might find employment in graphic design or as multi-media artists occupations (see those occupational outlook number in the above Graphic Design option section). A number of studio graduates enroll in masters degree programs to continue their studies and these students often have graduate assistantships during this time; in 2008 in all fields of study there were 159,700 graduate teaching assistants and opportunities for graduate teaching assistants are expected to be good.

• Craft artists: employment, 2008 of 13,600 and projected employment, 2018 of 14,600 with change of +1,000 positions or 7% growth
• Fine artists, including painters, sculptors, and illustrators: employment, 2008 of 23,600 and projected employment, 2018 of 25,700 with change of +2,100 positions or 9% growth
• Artists and related workers, all other: employment, 2008 of 21,500 and projected employment, 2018 of 23,200 with change of +1,700 positions or 8% growth

BA – Art with option in Art History graduates track into museum occupations or enroll in masters degree programs to continue their studies and these students often have graduate assistantships during this time; in 2008 in all fields of study there were 159,700 graduate teaching assistants and opportunities for graduate teaching assistants are expected to be good.

• Archivists: employment, 2008 of 6,300 and projected employment, 2018 of 6,700 with change of +400 positions or 7% growth
• Curators: employment, 2008 of 11,700 and projected employment, 2018 of 14,400 with change of +2,700 positions or 23% growth
• Museum Technicians and Conservators: employment, 2008 of 11,100 and projected employment, 2018 of 13,900 with change of +2,800 positions or 26% growth

MA – Art graduates often seek employment teaching in post-secondary education positions; in 2008 the number of art, drama, and music teachers in post-secondary education was 93,800 with expected growth of 15% between 2008 and 2018. Also, these graduates often continue studies in Art with plans to earn terminal degree (see employment information above regarding graduate assistantships) or seek employment in occupations where knowledge and skills acquired in fine arts studies can be used (see employment opportunities for craft artists, fine artists, and related workers listed above for BFA and BA in Art with option in Studio). MA – Art with option in Art Education graduates are already employed as elementary, middle school, or secondary school teachers, and earning this degree enhances both teaching art and rate of pay based on graduate degree and/or credits earned.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

All Art Department programs are accredited by National Association of Schools of Art and Design (NASAD); listing as Accredited Institutional Member found at this link: http://nasad.arts-accredit.org/index.jsp?page=List_Accredited_Members&memberId=260fb66ecb9837cd11b2c4ec6a04b61d

Art Education program (BFA - Art with option in Teacher Certification) accredited by NCATE.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

NASAD requires program to apply for re-accreditation every 10 years; next accreditation review will be in AY2018-2019. All degree programs are subject to IBHE program review; BFA degree program to provide short progress report in AY2014, BA program review in AY2015, and MA program review in AY2016. NCATE accreditation includes the Art Education program (BFA – Art with Teacher Certification option); the Art Education program was reviewed in 2010 at same time as other EIU teacher certification programs and was granted continuing accreditation in Spring 2011. In addition, the Teacher Certification program in Art is required to submit an annual report through CEPS to ISBE; the Art Education program as the other EIU teacher preparation programs has been granted continuing approval by ISBE for each year the report has been submitted.

What are the most important outreach or public service activities supported by the program?

The Art Department in partnership with Tarble Arts Center develops and funds a portion of the annual exhibition and visiting artist program. In addition, three major Art Department exhibitions are presented annually to the local community at the Tarble Arts Center: Faculty exhibition, All-student undergraduate art exhibition, and the MA in Art exhibition.

The Annual Media and Methods Art Education Conference organized and hosted by the Art Department in conjunction with the School of Adult and Continuing Education's Office of Conferences and non-Credit Programs and supported by the Illinois Art Education Association and several Regional Offices of Education. The conference provides professional development experiences for practicing art educators and is the second largest of its nature offered in Illinois and has been held on campus annually since 1983.

Art Education program assists the Tarble Arts Center with the Public School Enrichment programs presented at the center during the Fall and Spring semesters. As a part of the Art Educations methods curriculum, the students under the direction of the center’s Curator of Education assist in delivery of the enrichment program for a few weeks during each semester.

How do the local community and the region benefit from the program?

The visiting artist presentations and exhibitions complement the Art Department’s academic program by providing opportunities for both students and members of the local community/region to see a variety of artworks and hear artists speak about the content of and processes involved in the creation of the artwork. These activities enrich the cultural landscape of the university and local community, and energize and educate students, faculty, and community members.

Graduates of Art Ed option are employed at numerous public school districts in East central Illinois and throughout the state. Graduates of the graphic design and studio art options are employed at numerous businesses in East central Illinois and beyond.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Art (B.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Art (B.F.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Art (M.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

The Art Department has received 27 Redden Grants totaling $38,000.71 in the past three years. These funds have been used to purchase equipment and commodities, support student travel, and hire students to assist in preparing instructional materials for courses. In FY13 Prof. Jeff Boshart received a Presidential Research Grant and part of those funds were used to purchased equipment that is now available for students to use in the Sculpture studio.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Art Department has nine named scholarships and, along with Music and Theatre Arts departments, is able to award several Excellence in Fine Arts (EFA) awards each year. These scholarships have provided $369,560 in funding from FY11 to FY13; this amount is 36% of scholarship funding awarded with the other 64% of scholarship funds coming Talented Student Award (TSA) and Grant-in-Aid (GIA) resources.

The Art Department has received $22661 from the New and Emerging Artist (NEA) fund (administered by the College of Arts and Humanities) during the past 3 years to support the Visiting Artist program. These funds along with Art Board funds ($11,348 for past 3 years) supplemented funding from Tarble Arts Center to cover most of the costs for 2 visiting artists to exhibit and lecture at Tarble Arts Center, and, also, bringing 3 to 4 other visiting artists to lecture on campus each year. The visiting artist program is very important co-curricular and community outreach activity for the Art Department.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Media and Methods Art Education Conference is supported by the Illinois Art Education Association (IAEA) Central Regional Chapter and superintendents of Regional Offices of Education (ROE). The conference provides  professional development opportunities for practicing art educators and co-curricular learning experiences for students in the Art Education program.

Several faculty have leadership positions with regional and national arts organizations, e.g., College Art Association (CAA) – Millard Meiss Publication Fund Jury member, Foundations of Art: Theory and Education (FATE) – archivist, United States Society for Education through Art – Ziegfeld Awards - Director, Society for French Historical Studies – book review area editor & book review advisory board member, International Center for Medieval Art – member Board of Directors and chair of Membership and Promotion Committee, Mid-America College Art Association – member Board of Directors, Illinois Art Education Association Central Council, Illinois Arts Council – review panelist for 2013 Individual Artists Support (IAS) grants. These faculty are ambassadors for the university within those organizations (faculty known for its excellence in ... service).

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Art Sales are lab fees collected from students enrolled in courses with approved fees. These funds are used to purchase materials used by the students in the creation of artwork(s) for the course and are usually all spent in the fiscal they are collected.

Art Department Printing collects funds via card reader from students using the printers in the three computer labs; each lab has a black & white and color printer. These funds help cover the cost of paper and toner used, and while it has not yet happened, to cover cost of replacing printers as needed.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

AVERAGE CLASS SIZE - The average class size based on number of sections offered above is incorrect. Art studio class are offered as concurrent blocks of courses that include all the 3000-level to 5000-sections of a particular studio area (e.g. Ceramics offers Art 3251, 3252, 4251, 4252, 4253, 5100, 65571, 5572, 5573, and 5600 as a concurrent block of courses each semester). Because of this the actual number of students per instructional session is correctly calculated by treating the concurrently offered sections of a studio area as one class section, since that is how the CUs for instruction are allocated to the instructor on the AoD.

Average Class Size - FY10: 19.20; FY11: 20.55; FY12: 20.23

BREAKDOWN BY LEVEL - The following are the average class sizes for undergraduate courses (both studio and lecture) that are not offered as a concurrent block of courses as described above. Undergraduate only - FY10: 19.3; FY11: 21.3; FY12: 20.2

The following average class sizes are for the concurrent studio block courses that have both undergraduate and graduate students enrolled. Undergraduate/Graduate concurrent studio classes - FY10: 18.6; FY11: 18.9; FY12: 22.6

Graduate only classes - FY10: 9.5; FY11: 6.7; FY12: 7. Art Department offers 2 graduate student only classes during the academic year, ART 5850 in Fall and 5910 in Spring; ART 5850 is limited to the graduate students with a teaching assistantship and the greatest number of TA grads the Art Department had was seven (7), so this course's enrollment will always be less than 8. During SU11 and SU12 the Art Department offered a graduate only Art Education courses for the MA in Art with Art Education to the two remaining students in program; since no new students were enrolling in the program, the department was phasing out this on-campus/summer only program, but still needed to provide the opportunity to these student to complete the program. Factoring out the low enrollment summer classes would show the department had average enrollment in graduate level classes for AY11 of 9 students and for AY12 of 9.5 students.

Post Baccalaureate breakdown indicates one student enrolled for post-baccalaureate teacher certification in Art from AY10 to AY12. Have not attempted to separate out this one student from course enrollment for each AY above as change would be insignificant for the average enrollment of courses as indicated above.

PERCENT OF COURSES WITH FEWER THAN SET NUMBER OF STUDENTS - 

Student enrollment numbers for 1000- and 2000-level stand alone studio art courses is contingent upon number of workstations the studio area can accommodate; this number varies depending upon the studio area (e.g., ceramics studio has 16 workstations, whereas the drawing studio has 18 workstations). To keep this information uniform I have listed the percentage of courses with enrollment levels at less than 80% of the workstation available for the studio. Honors lecture courses are included here as those courses are recommended to have enrollment limited to no more than 15 students. Percent of stand alone 1000-2999 level studio classes and lecture classes with restricted enrollment levels (e.g. honors) with less than 80% enrollment of seats available - AY10: 26%; AY11: 4%; AY12: 14%.

Percent of 1000-2999 level undergraduate lecture classes with less than 24 students - AY10: 38%; AY11: 21%; AY12: 31%. These Art courses are offered in classrooms with 24 or more seats available and are lecture classes. Summer enrollments tend to be less than in Fall and Spring; so if factor out Summer courses then percentages are AY10: 33%; AY11: 15%; AY12: 25%.

Percent of 3000-4749 Level courses with fewer that 15 - AY10: 32%; AY11: 20%; AY12: 23%. All studio areas have 15 or more workstations, so this percentage does reflect number of both stand alone and concurrent block studio courses, and lecture courses at the 3000-4749 level with fewer than 15 students. Summer enrollments tend to be less than in Fall and Spring, and enrollment in 3000- and 4000-level Art Education courses restricted to student admitted to the education program and those numbers have traditionally been less than 15 (average enroll for AY10 to AY12 was 9 students); so if factor out Summer and Art Education courses then percentages are AY10: 24%; AY11: 6%; AY12: 3%.

Percent of stand alone 4750-4999 Level with fewer that 10 - AY10: 11%; AY11: 0%; AY12: 0%. As with the 3000-4749 level courses, this percentage does reflect number of 4750-4999 level studio (all stand alone) and lecture courses with fewer than 10 students. Summer enrollments tend to be less than in Fall and Spring and in SU10 department offered Art 4765 that had enrollment of 8 students, so if factor this course then percentage for AY10: 0%.

5000 & above Level with fewer that 8 - AY10: 50%; AY11: 67%; AY12: 67%. As state above in Breakdown by Level, the Art Department offer only 2 graduate student only classes during the Fall and Spring semesters, ART 5850 and 5910; ART 5850 is limited to the graduate students with a teaching assistantship and the greatest number of TA grads the Art Department had during this time period was seven (7), so this course's enrollment will always be less than 8. During SU11 and SU12 the Art Department offered a graduate only Art Education courses for the MA in Art with Art Education to the two remaining students in program; since no new students were enrolling in the program, the department was phasing out this on-campus/summer only program, but still needed to provide the opportunity to these students to complete the program. Factoring out Art 5850 and the low enrollment summer classes would show the department had 0% sections of graduate only classes with less than 8 students.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Account 121220-CFR Foy FY11 was not an Art Department expenditure; this CFR grant went to Dr. Charles Foy who teaches in the History Department.

The increase in FY13 Account 121200 Contractual Services (70020) expense due to one-time funding from CAH Dean's Office to pay for renovation projects within the Art Department. Projects were installation of doors in two studio spaces for security needs and installation of specialized storage shelves for lithography stones in printmaking since the storage units originally install during building construction were inappropriate.

121200-Art Department and 121210 Art Board 70050-Travel line. At the start of each fiscal year $1724 is budgeted for Travel in 121200; near the end of the fiscal year the department reallocates funds not being used from other areas of the appropriated accounts (121200 and 121210) to pay a portion of the faculty travel expenses. Also, each year several faculty apply for and receive travel funding from College of Arts and Humanities (CAH) Travel Awards and Faculty Development. In addition, some of the annual travel expenditures are to cover expenses for visiting artists and candidates interviewing on campus.

Travel expenses for FY11 indicated above are $7988; this amount includes $5810 in support of travel from CAH Travel Awards and Faculty Development. $1850 of the 70020-Contractual Services line amount was used to reimburse faculty for conference registration fees. $207 was reimbursements for interview expenses. A percentage breakdown of these travel expenses and associated contractual services show the initial allocation ($1724) was 17.5% of the funding, reallocated funds ($2236) from the appropriated accounts was 23.7% of the funding, and funding awarded from other sources ($5810) was 58.9% of the total. Reimbursements to faculty were $7779 or 41.7% of their total travel requests for AY11 ($18634).

Travel expenses for FY12 indicated above are $6302; this amount includes $1900 in support of travel from CAH Travel Awards. The end of fiscal year percentage breakdown of the travel expenses and associated Contractual Services show the initial allocation ($1724) was 28.3% of the funding, reallocated funds ($2478) from the appropriated accounts was 40.6% of the funding, and funding awarded from other sources ($1900) was 31.1% of the total. Reimbursements to faculty were $6102 or 57.6% of their total travel requests for AY12 ($10597).

Travel expenses for FY13 indicated above is $7820 from 121200 and $2688 from 121210; this amount includes $8331 in support of travel from CAH Travel Awards and Faculty Development. $4376 of the 70020-Contractual Services line amount was used to reimburse faculty for conference registration fees ($1235), visiting artists for travel ($1394), and candidate interview expenses ($297). A percentage breakdown of these travel expenses and associated Contractual Services show the initial allocation ($1724) was 13.1% of the funding, reallocated funds ($4579) from the appropriated accounts was 31.3% of the funding, and funding awarded from other sources ($8331) was 56.9% of the total. Reimbursements to faculty were $11293 or 53% of their total travel requests for AY13 ($21310).

221201-Art Sales are lab fees collected from students enrolled in courses with approved fees. These funds are used to purchase materials used by the students in the creation of artwork(s) for the course and are usually all spent in the fiscal they are collected.

221210-Art Department Printing collects funds via card reader from students using the printers in the three computer labs; each lab has a black & white and color printer. These funds help cover the cost of paper and toner used, and while has not yet happened, to cover cost of replacing printers as needed.

Staffing: For 2011 the table indicates two graduate assistants, however, this information is incorrect as these graduate assistants work for the College of Arts and Humanities in the Dean's Office. Also, there were 3 non-negotiated faculty employed in the department during 2011; other numbers seem correct. In 2012 there were two Unit B faculty and 2 non-negotiated faculty employed in the department; other numbers seem correct. In 2013 there were two Unit B faculty and 2 non-negotiated faculty employed in the department; other numbers seem correct. 

How does the program seek to distinguish itself from similar programs at other institutions?

The major strengths of the Art Department (not in priority order) are:

• Exceptional and well-equipped facilities (studio labs and support spaces, computer labs, classrooms, faculty and administrative offices) in the Doudna Fine Arts Center appropriate for all aspects of the degree programs;
• The degree programs are well-structured, and meet accreditation standards;
• A well-funded scholarship and awards programs for majors;
• Well-qualified and enthusiastic faculty, dedicated to teaching, research, and service;
• With 19 full-time faculty members (continuing and ACF), the department had an overall classroom student to teacher ratio of approximately 20.2:1 for AY13, and declared major to faculty ratio of 10.2:1 for Fall 2013;
• Class size allows for attentive and personalized professor student interaction;
• All major courses, including those at the beginning level, are taught by full-time, continuing faculty with terminal degrees in their respective fields;
• All full-time artist and art historian faculty have earned terminal degrees in their respective fields and are active professionally;
• Highly capable and efficient administrative staff;
• Stable departmental committee structure;
• Strong tradition of shared governance within the department;
• Highly effective Masters degree programs;
• MA in Art students with teaching assistants are mentored in art education methodology and pedagogy during first semester of teaching they instruct their individual art studio lab section
• An excellent graduate student and faculty studio facility with the Burl Ives Studio Hall;
• Visiting Artist program that complements degree programs;
• Access to an exceptional exhibition/gallery resource at the Tarble Arts Center.
• Excellent library resources in the visual arts;
• All options require students to acquire a working knowledge of technologies and equipment applicable to their area of specialization;
• One-week summer visual arts program for high schools students. Students attending have opportunity to work in a structured environment with faculty of professional art educators in a variety of art media and processes.

Note any unique and/or essential contributions that the program makes to the university.

The Art Department programs promote the relationship-driven education model with both mentoring of students by faculty and well-developed student/faculty academic relationships as part of the advanced level course experience. Students in advanced level courses will have taken one, two or more courses with the same faculty member. There is usually a strong desire on the part of these students for continual interaction with this faculty member. These academic relationships will often result in stronger student work as expectations are greater because of the previous student/faculty academic activities; and strong recommendations for the student regarding employment or continued studies because of the faculty member’s knowledge and understanding of the student’s skills and potential. The senior level art major is engaged in creative research and the department expects by the time of graduation for students to be capable of working independently in either art history or the selected studio area. 

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Development

• Percentage of alumni responses for 2008 departmental survey who indicating 4 or 5 (5 being highest score) on question – Overall quality of the EIU Art Department: 88.7% (50 out of 57 responses – score average was 4.28)

Financial Aid

• Percentage of art majors in AY13 receiving merit-based scholarships (Talented Student Awards, Grant-in-Aid, Excellence in Fine Arts Scholarship, and the nine named scholarships awarded by the department): 35%
• Percentage of FY13 allocated work-study dollars to Art Department expended: Ten (10) students with work-study grants assigned to the Art Department and expended 81.5% of the funds ($14918.06 expended of $18304 available).

Human Resources (FY14 data)

• Number of full-time, tenure-tenure track faculty: 16 of full-time, tenure-tenure track faculty
• Percentage of faculty tenured: 14 of faculty tenured
• Percentage of faculty with terminal degree: 100% of faculty teaching full-time have terminal degree. 95% of all faculty (both full-time and part-time) have terminal degree.
• Total number of probationary faculty: 2 tenure-track faculty
• Staff-to-faculty ratio: 1 staff member (full-time) to 19 faculty members (both full-time and part-time)

International Affairs

• Number of international faculty: 2
• Percentage of students participating in international of study abroad programs: 14 undergraduate Art majors or 6.5% of AY13 undergraduate Art majors participated in study abroad programs from SU12 thru SU13.

Registrar

• Percentage of students in good standing (as of FA13): 97.4% of Art majors are in good standing academically as of Fall 2013
• Percentage of courses for which grades are submitted on time (SP13 data): 100%

Research Activity:

• Number of scholarly books published: 2
• Number of journal articles: 6
• Number of exhibitions: 68
• Number of exhibition awards: 9
• Number of conference presentations: 18

Student Support Services

• Number of internships: 17 Art majors participated in internships during AY2013, and 8 of the internships were partially supported with funding by the Cooperative Work-Study Program sponsored by the IBHE.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

The following are program goals that were articulated in the 2008-2009 NASAD Self Study for Re-accreditation:

• Development of BFA degree programs in Art Education, Graphic Design, and Studio Art (goal achieved)
• Continued enhancement of Facilities regarding both equipment and renovation of space (on-going)
• Support for faculty research/creative activities (on-going)
• Maintaining appropriate level of faculty in continuing positions to insure stability and growth of the degree programs (on-going)
• Centralize advisement of Art majors (on-going)

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Academic Excellence – The Art Department faculty have an exceptional professional record of research and creative activity. BFA options of Graphic Design and Art Education are highly selective, resulting in very motivate student who are excelling in the option. As stated in section 8, the Art programs do promote the relationship-driven education model. Student outcomes in all degree options are of high quality.

Global Competition and Changing Demographics – The MA in Art with options in Art Education and Community Arts are designed to meet the educational and professional development needs of a large group of potential students who want to continue studies online.

Emerging Technologies – The Art Department continues to integrate digital technology into all undergraduate degree options and research/creative activities; see CATS Spring 2013 Newsletter <http://eiu.edu/cats/home/newsletters/CATS_News_Spring_2013.pdf>. Students in Graphic Design option are creating nearly all aspects of their projects using digital technology (computers and graphic arts software) and added 4 courses in Interactive/Motion Graphics to the curriculum in 2011. The Art Education curriculum was revised to allow students to take more digital media courses. The Art History option is incorporating more assignments using digital technology such as virtual exhibitions. The Art Studio courses are incorporating new media technologies such as 3D printing, new metal fabrication technologies in Sculpture, computer as sketchbook, and documentation and presentation of artwork using digital technologies.

Campus and Community Life – The Art Department in association with the Tarble Arts Center provide several activities (co-sponsored exhibitions and speakers) that enrich the cultural life of the campus and community. Art students are actively involved in a variety of integrated learning opportunities that benefit the campus and community.

Financial Sustainability – The Art Department uses available resources and opportunities for supplemental resources to its best advantage. The MA in Art with options in Art Education and Community Arts has potential to provide additional resources to university and the program.

Marketing and Communication - The Art Department with assistance form CATS help pilot the departmental website redesigned initiative and continues to look for way to enhance the department's 3 websites for communication of program to prospective students.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

The recently approved MA in Art options of Art Education and Community Arts will help advance the university’s mission of offering superior, accessible graduate education. These programs will allow graduate students residing beyond commuting distance to EIU the opportunity to study in these fields as they are designed to deliver most of the courses online with two 1-week on-campus summer residencies for completion of art studio coursework. Program could break even with 10 students being charged at resident rate; a 15-student or 20-student cohort is project to generate revenues in excess of expenses of $50K and $95K (as per memorandum from Dr. Blair Lord to President Perry of September 30, 2013). 

If needed, provide supplemental comments to help the reader understand future opportunities for the program.