course with Adjunct Faculty members. It is hoped this will allow him to provide Adjunct faculty with even greater resources to ensure student success. 2009-2010 Artist's Goals Faculty member, Bridgette Bogle, Surveys - Pre and administeres an Artist's Goals Survey Post to ART 195, Portfolio Development in Fine Arts students at the start of the term and an identical Artist's Goals survey at the end of the term. The ART survey consists of open-ended 1101, questions that allows students to 1102, 1106, 1111, Based on her earlier assessments and student feedback, Bridgette determined 1122, Use the critique process for it would be beneficial to provide ART 1131, presenting and developing fine art 195 students with more concrete 1132, portfolios and Electives exhibitions examples of actual portfolios as well 1133, in a professional manner. statements both good and artist’s – bad. Providing these examples in an electronic format has helped students gain a clearer understanding of how to write a cogent statement and artist’s develop a quality portfolio of their 2269 , artwork. 2295 The evidence of this fact is further demonstrated when the students enroll in the final ART 295, Pre-graduation Exhibition course where they must provide an statement and select artist’s
course with Adjunct Faculty members. It is hoped this will allow him to provide Adjunct faculty with even greater resources to ensure student success. Use the critique process for presenting and developing fine art portfolios and Electives exhibitions in a professional manner. ART 1101, 1102, 1106, 1111, 1122, 1131, 1132, 1133, 2269 , 2295 2009-2010 Artist's Goals Surveys - Pre and Post Faculty member, Bridgette Bogle, administeres an Artist's Goals Survey to ART 195, Portfolio Development in Fine Arts students at the start of the term and an identical Artist's Goals survey at the end of the term. The survey consists of open-ended questions that allows students to Based on her earlier assessments and student feedback, Bridgette determined it would be beneficial to provide ART 195 students with more concrete examples of actual portfolios as well artist’s statements – both good and bad. Providing these examples in an electronic format has helped students gain a clearer understanding of how to write a cogent artist’s statement and develop a quality portfolio of their artwork. The evidence of this fact is further demonstrated when the students enroll in the final ART 295, Pre-graduation Exhibition course where they must provide an artist’s statement and select