Transfer issue/problem one:

Portfolio review

Strategy(s) to address transfer issue/problem one:

• Submit a certain number of pieces.
• Recommended guidelines.
• Oral review should have more than one reviewer. 
• Should have a signed review sheet by reviewer/s. 

 

Transfer issue/problem two:

What are foundation courses?

Strategy(s) to address transfer issue/problem two:

• Define content specifically.
• Agree that these are the foundation courses:
  Drawing I 3 cr.
  Drawing II 3 cr.
  (2D) Design 3 cr.
  (3D) Design 3 cr.
  Art History I & II 6 cr. total
  

 

Transfer issue/problem three:

Consistent advising to students that want to transfer.

Strategy(s) to address transfer issue/problem three:

• Can’t advise until we come into agreement on the transfer issues.
• Each four year school must, in writing, define their transfer criteria. 

The following is a list of issues,  ideas and suggestions from the post-its collected during the meeting. 

A.  Foundations – 1^st two years of the art major

• Foundations (1^st 2 years) of art major.
• Students should be advised not to take all general education if they was the BFA degree. 
• Associate of Fine Arts (AFA) transfer issues:  Freshman foundations lacking in Drawing 1 & 2 and Design 1 & 2. 
• Within the general education requirements a student should try to take at least four studio classes. 
• NASAD accreditation:  It is the responsibility of the receiving institution to determine the level of transfer courses that are prerequisites for studio courses. 
• Accepted number of transfer credits agreed upon for four year institutions foundation core courses.
• What is different between 2+ 2 and AFA?  What does each guarantee a student?
• How do we design the Associate in Arts (AA) or the AFA to be part of a four year degree. 
• Based on what I have heard from community college students who want to go into art, there seems to be a problem with the amount of general education classes the the amount of art classes that a student may take for a two year degree. 
• If transfer is in fact “in place” AFA, there should be some absolute way a CC student can transfer to an art program directly.
• If we set up a core foundation program for community colleges, will all of the state universities follow the same core foundation?
• Do all community colleges all have the same course requirements and who decides?
• How can we come to agreement on core requirements?  What does core consist of?
• What can we agree on?  Outcomes for:  art history, drawing, painting. 
• Continuity and consistency of courses between institutions:  drawing I = drawing I, etc. 
• At the two and four year institutions establish clear coursework in all art classes with specific expectations for transfer. 
• Necessity to coordinate curriculum so that CC students receive strong foundation and drawing instruction to prepare them to move into college/university programs. 
• Art history courses transfer problems as opposed to studio foundations. 
• Be careful not to impose specific requirements, but find some common ground to all of our credits for transfer.  Specific criteria may be enforced from above.  We all want independence, but we need some agreement on basics.
• Need to coordinate grading efforts in order to create greater consistency so that students are not misled as to the success of their efforts.  Grades must reflect skill. 
• I have one basic issue.  Have students attempting to transfer to my institution (4 yr) received similar instruction to what they would get at my school?  Specifically:  1. course content,  2.   instructors with terminal degrees, 3. contact hours with professors.
• Prerequisites Drawing I and II and Design I and II accepted by state universities for general education, but not for the major. 
• Foundations are not required for studio classes!!!!!!!!!
• Not enough foundations offered in community colleges. 
• We need stronger two year and four year agreements. 
• Contrast mission of two year and four year schools. 
• To provide art courses for a smooth transition into a four year institutions. 
• Prerequisites for 200 level courses at a CC. 

B.  Portfolios:

• Work with art majors on portfolio preparation.  This may have to be offered as a course.
• If students portfolio is not acceptable then turn them away.  They will go to another school.  Students should apply to more than one school. 
• Portfolio review for the AFA will help to insure that a student’s art credits are not just “elective” credits. 
• Establish a common portfolio review process for all students entering a BFA for two and four year schools. 
• Portfolio reviews are subjective at every school.  Every school thinks it is the best.  GET BEYOND THIS.
• Portfolio reviews should be built into the AFA. 
• How can the discussion on preparedness of art students be focused on the visual nature of their work – not simply courses taken, but their portfolio?

C.  Art major/non-majors:

• How do we teach design with a limited number of art majors?  Example:  four art majors and 16 non-art majors in the same class. 

D.  Faculty credentials:

• Qualifications of instructors:   a.  TAs at many colleges teach foundations, b.  Cc and  tech schools have minimum qualifications for MnTC classes. 
• Foundation courses taught by grad assistants. 
• Adjunct or FTE faculty teaching foundation courses. 
• Courses at the CC should be taught by instructors trained in the particular area.  Art history teaching art history, ceramics trained instructors teaching ceramics, etc. 
• Art history teachers should have a MFA in art history.
• Faculty contact hours.

E.  General Education:

• Can more art courses satisfy the Minnesota Transfer Curriculum (MnTC).
• Prerequisites for art courses not accepted at another institution.  Example:  Spanish I for Spanish II, Drawing I for Drawing II. 
• Separate general education for “fine art” credits during instruction.
• Courses that clearly meet MnTC goal 6 at sending college not recognized as goal 6 at the receiving university. 

F.  Faculty contact hours:

• Credit versus contact hours.
• Contact hours for studio classes – 3 credit classes, how many contact hours.

G.  Resources:

I.  General comments:

• How do we visualize the future as opposed to the current situation?

H.  Benefits:

• What are the benefits for transfer for the four year schools. 
• CCs and tech schools have more individual attention, one-on-one. 
• Diverse students in the CC.
• Students finding art as a career that would not consider it in a four year.