Art/Digital Media. August 2015 Needs Assessment. Art/Digital Media Needs Assessment Page 1

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1 Art/Digital Media August 2015 Needs Assessment Prepared by Danielle Pearson Date: August 20, 2015 Art/Digital Media Art/Digital Media Needs Assessment Page 1

2 Scope Data compiled in this report covers San Bernardino, Riverside, Orange, and Los Angeles counties. Data were drawn from external sources, including the Employment Development Department s California Labor Market Information, the U.S. Department of Education s Integrated Postsecondary Education Data System (IPEDS), O*NET OnLine, and Chaffey College s Colleague Administrative database. Data Sources and Calculations Educational Program Data TOP Code Program of Study Multimedia Website Design and Development Computer Graphics and Digital Imagery The Taxonomy of Programs (TOP) is a standardized system used at the state level to classify programs and courses that are intended to achieve the same outcome at different colleges throughout the state. CIP Code Program of Study Animation, Interactive Technology, Video Graphics and Special Effects Web Page, Digital/Multimedia and Information Resource Design Computer Graphics The Classification of Instructional Programs (CIP) is a standardized coding system used at the federal level to facilitate accurate tracking, assessment, and reporting of fields of study and program completion at educational institutions throughout the country. This report draws on Animation, Interactive Technology, Video Graphics and Special Effects, Web Page, Digital/Multimedia and Information Resource Design, and Computer Graphics CIP codes, which map to the Art/Digital Media TOP codes offered at Chaffey, so that Chaffey College data can be compared to other institutions and examine employment trends. Completions Data Degree and certificate data regarding students at Chaffey College were collected from the Colleague Administrative database. Degree and certificate data for all comparison schools were collected from the U.S. Department of Education s Integrated Postsecondary Education Data System (IPEDS). All comparison institutions included in this report are postsecondary and have provided data to IPEDS. IPEDS defines postsecondary education as a formal program designed primarily for students beyond high school age. These include academic, vocational, and continuing professional education, and exclude avocational and adult basic education programs. Art/Digital Media Needs Assessment Page 2

3 Occupational Data SOC Code Occupational Title Multimedia Communications Teachers, Postsecondary Computer Programmers Website Design and Development Multi-Media Artists and Animators Graphic Designers Computer Programmers Graphic Designers Computer Graphics and Digital Imagery The Standard Occupational Classification (SOC) system is used by federal statistical agencies to classify workers into occupational categories. The Animation, Interactive Technology, Video Graphics and Special Effects, and Computer Graphics CIP codes were mapped to the SOC codes listed in the table above using the crosswalk described in the paragraph below. Educational Program to Occupation Crosswalk The TOP-CIP-SOC Crosswalk (Employment Development Department, 2009) was used in this report to map TOP codes to CIP and SOC codes. This crosswalk allows the user to estimate labor market demand for California Community College program completers using SOC based projections from the Labor Market Information Division. Industry Data The North American Industry Classification System (NAICS) is used by federal statistical agencies to classify business establishments for the purpose of conducting and reporting research on the U.S. business economy. Using the Standard Occupational Classification codes listed above, associated NAICS industries were identified. Art/Digital Media Needs Assessment Page 3

4 Introduction and Contents Contents Background Information 5 Regional Job Outlook 9 Largest & Fastest Growing Industry Employers 12 Regional Graduation Summary 16 Chaffey College s Performance on Core Indicators 19 Purpose and Goals Chaffey College currently offers three emphases in Art/Digital Media: Computer Graphic Design for Print Media, Design for Multimedia, and Web Design. Specifically, students can choose to pursue a 37- unit Degree or Certificate in Computer Graphic Design for Print Media, a unit Degree or Certificate in Design for Multimedia, or a 41-unit Degree or Certificate in Web Design. The following is a description of the Art/Digital Media program as outlined in the Catalog: The Digital Media program is a cross-discipline program designed to prepare students for employment in the fields of visual design for print, screen, and time based media including web, multimedia and motion graphics. The programs focus is to educate students for college transfer to 4- year programs or professional training in digital media design. Both fundamental and advanced courses are offered in state of the art facilities taught by distinguished professors from the fine art, graphic design and multimedia industries. The program offers transfer credits, AA degrees and certificate programs in three separate digital media career field emphases. The focus of these programs is to examine the creative design and content development process in relationship to technology in a rapidly evolving communication environment. The Digital Media program prepares students for transfer to th University of California, California State University, and more private art colleges in the nation. To transfer, students should consult with the intended transfer institutions to obtain a list of appropriate courses to complete at Chaffey College. The purpose of this report is to integrate and analyze data from multiple sources to determine labor market needs for the Art/Digital Media program at Chaffey College. Regional Definitions Inland Empire includes the Riverside-San Bernardino-Ontario Metropolitan Statistical Area (MSA) Los Angeles County includes the Los Angeles- Long Beach-Glendale Metro Division Orange County includes the Santa Ana-Anaheim- Irvine Metro Division Key Terms and Concepts Replacement Jobs: Replacement jobs refer to the number of job openings due to workers leaving an occupation. Annual Openings: Annual openings are calculated by adding the number of new jobs to the number of replacement jobs, divided by the number of years in the projection period. Projections: Projections of employment are calculated by the Employment Development Department and are based on a mathematical formula that includes historical employment and economic indicators along with national, state, and local trends. Occupation: Jobs are grouped into occupations using the federal Standard Occupational Classification (SOC) system. Industry: Occupations are grouped into industries using the North American Industry Classification System (NAICS). Wages: Hourly wages are reported in percentiles and averages. The 25 th percentile is a useful proxy of entry-level wages and the 75 th percentile of experienced-level wages. Art/Digital Media Needs Assessment Page 4

5 Background Information Multimedia Multimedia programs in California Community Colleges cover the principles and techniques of using computers to bring together text, sounds, animation, graphic art, and video to create interactive products to inform, educate, or entertain. 1 The descriptions of job duties for Multimedia-related occupations are provided by the Occupational Information Network. 2 Communications Teachers, Postsecondary 2 Postsecondary Communications Teachers teach courses in communications, such as organizational communications, public relations, radio/television, broadcasting, and journalism. This includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. Typical Tasks Evaluate and grade students class work, assignments, and papers Prepare and deliver lectures to undergraduate or graduate students on topics such as public speaking, media criticism, and oral traditions Initiate, facilitate, and moderate classroom discussions Compile, administer, and grade examinations, or assign this work to others Maintain student attendance records, grades, and other required records Maintain regularly scheduled office hours to advise and assist students Prepare course materials such as syllabi, homework assignments, and handouts Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction Advise students on academic and vocational curricula and on career issues Supervise undergraduate or graduate teaching, internship, and research work Website Design and Development Website Design and Development programs in California Community Colleges focus on the principles of design, user interface/navigation, graphics applications and other authoring tools to design, edit and publish web pages, documents, images, graphics, sound and multimedia products for the internet. 1 The descriptions of job duties for Website Design and Development-related occupations are provided by the Occupational Information Network. 2 1 California Community Colleges, Chancellor s Office, Taxonomy of Programs, Sixth Edition (Corrected Version). 2 O*Net Online: Art/Digital Media Needs Assessment Page 5

6 Computer Graphics and Digital Imagery Computer Graphics and Digital Imagery programs in California Community Colleges focus on the theories, principles, and uses of computer graphics vector- and raster-based software programs for consumer, commercial, and industrial applications. 1 The descriptions of job duties for Computer Graphics and Digital Imagery-related occupations are provided by the Occupational Information Network. 2 Computer Programmers 2 Computer Programmers create, modify, and test the code, forms, and script that allow computer applications to run. They work from specifications drawn up by software developers or other individuals. They may assist software developers by analyzing user needs and designing software solutions. They may develop and write computer programs to store, locate, and retrieve specific documents, data, and information. Typical Tasks Correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced Conduct trial runs of programs and software applications to be sure they will produce the desired information and that the instructions are correct Write, update, and maintain computer programs or software packages to handle specific jobs such as tracking inventory, storing or retrieving data, or controlling other equipment Write, analyze, review and rewrite programs, using workflow chart and diagram, and applying knowledge or computer capabilities, subject matter, and symbolic logic Perform or direct revision, repair, or expansion of existing programs to increase operating efficiency or adapt to new requirements Consult with managerial, engineering, and technical personnel to clarify program intent, identify problems, and suggest changes Perform systems analysis and programming tasks to maintain and control the use of computer systems software as a systems programmer Compile and write documentation of program development and subsequent revisions, inserting comments in the coded instructions so others can understand the program Prepare detailed workflow charts and diagrams that describe input, output, and logical operation, and convert them into a series of instructions coded in a computer language Consult with and assist computer operators or system analysts to define and resolve problems in running computer programs Art/Digital Media Needs Assessment Page 6

7 Multi-Media Artists and Animators 2 Multi-Media Artists and Animators create special effects, animation, or other visual images using film, video, computers, or other electronic tools and media for use in products or creations, such as computer games, movies, music videos, and commercials. Typical Tasks Create two-dimensional and three-dimensional images depicting objects in motion or illustrating a process, using computer animation or modeling programs Design complex graphics and animation, using independent judgment, creativity, and computer equipment Make objects or characters appear lifelike by manipulating light, color, texture, shadow, and transparency, or manipulating static images to give the illusion of motion Apply story development, directing cinematography, and editing to animation to create storyboards that show the flow of the animation and map out key scenes and characters Participate in design and production of multimedia campaigns, handling budgeting and scheduling, and assisting with such responsibilities as production coordination, background design and progress tracking Create basic designs, drawings, and illustrations for product labels, cartons, direct mail, or television Develop briefings, brochures, multimedia presentations, web pages, promotional products, technical illustrations, and computer artwork for use in products, technical manuals, literature, newsletters and slide shows Script, plan, and create animated narrative sequences under tight deadlines, using computer software and hand drawing techniques Implement and maintain configuration control systems Assemble, typeset, scan and produce digital camera-ready art or film negatives and printer s proofs Art/Digital Media Needs Assessment Page 7

8 Graphic Designers 2 Graphic Designers design or create graphics to meet specific commercial or promotional needs, such as packaging, displays, or logos. They may use a variety of mediums to achieve artistic or decorative effects. Typical Tasks Create designs, concepts, and sample layouts based on knowledge of layout principals and esthetic design concepts Determine size and arrangement of illustrative material and copy, and select style and size of type Confer with clients to discuss and determine layout design Develop graphics and layout for product illustrations, company logos, and internet websites Review final layouts and suggest improvements as needed Prepare illustrations or rough sketches of material, discussing them with clients or supervisors and making necessary changes Use computer software to generate new images Key information into computer equipment to create layouts for client or supervisor Maintain archive of images, photos, or previous work products Prepare notes and instructions for workers who assemble and prepare final layouts for printing Art/Digital Media Needs Assessment Page 8

9 Regional Job Outlook Projected Regional Job Outlook The table below displays 2012 employment estimates and 2022 projections for the occupational groups associated with Art/Digital Media programs. Expected growth rate varies by region and occupation. The highest levels of growth are expected for Multi-Media Artists and Animators in the Inland Empire (23.1%) and Orange County (27.5%) and Graphic Designers in Orange County (26.2%). Total Estimated 2012 Jobs Total Projected 2022 Jobs Projected Growth (%) Ave. Annual New Job Openings Ave. Annual Replacement Job Openings Ave. Annual Total Job Openings Communications Teachers, Postsecondary State of California 3,200 3, (9.4%) Inland Empire (6.5%) Los Angeles CO 1,140 1, (4.4%) Orange CO (19.2%) Computer Programmers State of California 39,900 44,700 4,800 (12.0%) 480 1,050 1,530 Inland Empire (4.6%) Los Angeles CO 8,250 8, (6.8%) Orange CO 5,060 5, (14.8%) Multi-Media Artists and Animators State of California 23,200 25,800 2,600 (11.2%) Inland Empire (23.1%) Los Angeles CO 14,760 15,940 1,180 (8.0%) Orange CO 800 1, (27.5%) Graphic Designers State of California 34,400 38,700 4,300 (12.5%) ,340 Inland Empire 1,990 2, (19.6%) Los Angeles CO 12,130 12, (7.1%) Orange CO 3,700 4, (26.2%) Indicates there are no data available. Source: Labor Market Information Division, Employment Development Department, Occupation Profile, on the Internet at: (visited August 20, 2015). Art/Digital Media Needs Assessment Page 9

10 Projected Job Growth by Region The graphs below show the projected growth from 2012 to 2022 of occupations that employ completers of Art/Digital Media programs. Growth is expected across regions for each of the occupations examined. Communications Teachers, Postsecondary Computer Programmers % Growth California 6.5 Inland Empire 4.4 LA County 19.2 Orange County % Growth California 4.6 Inland Empire 6.8 LA County 14.8 Orange County % Growth Multi-Media Artists and Animators % Growth Graphic Designers California Inland Empire LA County Orange County California Inland Empire LA County Orange County Source: Labor Market Information Division, Employment Development Department, Occupation Profile, on the Internet at: (visited August 20, 2015). Art/Digital Media Needs Assessment Page 10

11 Hourly Wages by Region This table displays the first quarter 2015 hourly wage statistics of individuals employed in occupations for Art/Digital Media program completers. Wages for Postsecondary Communications Teachers were unavailable. Wages for Computer Programmers and Multi-Media Artists and Animators are similar across regions, with mean hourly wages for Graphic Designers typically being slightly lower than those for the other two occupations. No wage data specific to Orange County were available. Mean Hourly Rate 25 th Percentile Median Hourly Rate 75 th Percentile Communications Teachers, Postsecondary State of California Inland Empire Los Angeles CO Orange CO Computer Programmers State of California $43.51 $30.94 $41.93 $55.39 Inland Empire $37.28 $26.74 $35.90 $45.91 Los Angeles CO $43.78 $32.24 $43.00 $55.35 Orange CO Multi-Media Artists and Animators State of California $40.06 $27.39 $38.90 $48.74 Inland Empire $30.80 $22.45 $28.03 $40.31 Los Angeles CO $40.59 $26.63 $39.25 $48.73 Orange CO Graphic Designers State of California $28.74 $19.21 $26.18 $35.72 Inland Empire $22.22 $16.80 $20.29 $25.70 Los Angeles CO $28.03 $18.91 $25.05 $34.96 Orange CO Indicates there are no data available. 0. Source: Labor Market Information Division, Employment Development Department, Occupation Profile, on the Internet at: (visited August 20, 2015). Art/Digital Media Needs Assessment Page 11

12 Largest and Fastest Growing Industry Employers Largest Industry Employers of Art/Digital Media Occupations The graphs below display the 2012 staffing patterns of the largest industries employing completers of Art/Digital Media programs across the state of California. Postsecondary Communications Teachers are employed at Junior Colleges and Colleges and Universities. Computer Programmers are primarily employed in the Computer Systems Design and Related Services industry. Multi-Media Artists and Animators are primarily employed in the Motion Picture and Video Industries. Graphic Designers are primarily employed by Specialized Design Services Communications Teachers, Postsecondary Number of Employees Junior Colleges Colleges and Universities Number of Employees Computer Programmers Art/Digital Media Needs Assessment Page 12

13 6000 Multi-Media Artists and Animators Number of Employees Graphic Designers Number of Employees Source: Labor Market Information Division, Employment Development Department, Staffing Patterns, on the Internet at: (visited August 20, 2015). Art/Digital Media Needs Assessment Page 13

14 Change Over Time of the Largest Industry Employers of Art/Digital Media-Related Occupations The graphs below display projections of change over time from of the largest industries employing Art/Digital Media-related occupations in the state of California. Growth is projected for Postsecondary Communications Teachers positions, particularly in Colleges and Universities. Growth is generally projected for Computer Programmers, apart from in the Electronic Instrument Manufacturing industry. An increase in jobs is expected in many industries employing Multi-Media Artists and Animators and Graphic Designers. Communications Teachers, Postsecondary Percent Change 20% 18% 16% 14% 12% 10% 8% 6% 4% 2% 0% 5.0% Junior Colleges 18.2% Colleges and Universities Percent Change 60% 50% 40% 30% 20% 10% 0% -10% -20% -30% -40% Computer Programmers 53.8% 28.6% 17.0% 17.4% 15.4% 9.1% 10.0% 0.0% 0.0% -28.6% Art/Digital Media Needs Assessment Page 14

15 Multi-Media Artists and Animators Percent Change 60% 50% 40% 30% 20% 15.8% 14.3% 42.9% 33.3% 20.0% 33.3% 50.0% 10% 0% 0.0% 0.0% 0.0% Graphic Designers 70% 63.6% 60% Percent Change 50% 40% 30% 20% 10% 0% -10% -20% 16.2% 4.5% 0.0% -7.7% 30.0% 22.2% 0.0% 14.3% 14.3% Source: Labor Market Information Division, Employment Development Department, Staffing Patterns, on the Internet at: (visited August 20, 2015). Art/Digital Media Needs Assessment Page 15

16 Regional Graduation Summary Education and Training 3 Education and training requirements vary for Art/Digital Media completers dependent on occupation. Employers of Postsecondary Communications Teachers are usually looking for candidates with a doctoral degree, whereas employers of Multi-Media Artists and Animators usually look for candidates with a bachelor s degree. Although most Computer Programmers have a bachelor s degree, some employers will accept an associate s degree or certificates. Because programming tasks are becoming more complex, employers are beginning to require a four-year degree. Employers hiring programmers for scientific or engineering applications prefer college graduates with a degree in computer or information science, mathematics, engineering, or the physical sciences. Most employers of Graphic Designers prefer applicants with a bachelor s degree for most entry-level graphic design positions. Formal training programs may range from two-to-four years of academic or vocational art education. Regional Completers in Art/Digital Media Programs The table below displays the number of program completers in the academic year at regional institutions offering programs in: 1) Animation, Interactive Technology, Video Graphics and Special Effects; 2) Web Page, Digital/Multimedia and Information Resource Design; and 3) Computer Graphics. Besides Chaffey College, there are 27 institutions offering degrees and/or certificates below the baccalaureate level in Animation, Interactive Technology, Video Graphics and Special Effects, 12 offering them in Web Page, Digital/Multimedia and Information Resource Design, and 16 offering them in Computer Graphics. Institution Name < 1 year Certificate 1 to < 2 year Certificate Award Level Associate s Degree Animation, Interactive Technology, Video Graphics and Special Effects 2 to < 4 year Certificate Chaffey College Antelope Valley College Cerritos College College of the Canyons Crafton Hills College Cypress College East Los Angeles College Fullerton College Glendale Community College Gnomon School of Visual Effects Irvine Valley College Long Beach City College Los Angeles Film School Los Angeles Mission College Labor Market Info, Employment Development Department, California Occupational Guides, on the Internet at: (visited August 20, 2015). Art/Digital Media Needs Assessment Page 16

17 Moorpark College Moreno Valley College Mt. San Antonio College Mt. San Jacinto Community College District Norco College Orange Coast College Palo Verde College Pasadena City College Rio Hondo College Riverside City College San Bernardino Valley College Santa Ana College Santa Monica College Video Symphony Enter Training Inc Total Web Page, Digital/Multimedia and Information Resource Design Chaffey College Advanced Computing Institute DeVry University California Fremont College InterCoast Colleges Orange Irvine Valley College Los Angeles Pierce College Mt. San Jacinto Community College District Saddleback College Santa Ana College The Art Institute of California Argosy University Hollywood The Art Institute of California Argosy University Los Angeles The Art Institute of California Argosy University Orange County Total Computer Graphics Chaffey College Antelope Valley College Citrus College College of the Desert Crafton Hills College Cypress College Fullerton College Gnomon School of Visual Effects Art/Digital Media Needs Assessment Page 17

18 Irvine Valley College Long Beach City College Los Angeles ORT College Los Angeles Campus Mt. San Antonio College Mt. San Jacinto Community College District Orange Coast College Palo Verde College Saddleback College Santa Ana College Total Note: -- indicates that this type of degree is not offered. 0 indicates that this degree is offered but no degrees or certificates were granted. Source: National Center for Education Statistics, U.S. Department of Education, Integrated Postsecondary Education Data System, on the Internet at: Art/Digital Media Needs Assessment Page 18

19 Chaffey College s Performance on Core Indicators The Perkins IV Career and Technical Education Improvement Act of 2006 mandates that all state and local postsecondary institutions provide data on six core performance indicators for their career and technical education programs. These indicators are: 1) Technical Skill Attainment; 2) Completions; 3) Persistence and Transfer; 4) Employment; 5a) Nontraditional Participation; and 5b) Nontraditional Completion. Performance goals are set at the state and local levels and progress is monitored based on a comparison between the actual percentage of students who master each performance area and the negotiated levels of performance Chaffey College Performance on Core Indicators The table below displays negotiated and actual core performance indicator levels for all Chaffey College students classified under the Multimedia, Website Design and Development, and Computer Graphics and Digital Imagery TOP codes. A CTE Cohort is defined by the Chancellor s Office as those with 12+ CTE units in a discipline in 3 years. Low sample sizes and privacy restrictions limited the outcome information available. Core Performance Indicators Negotiated Level State District Chaffey College Performance Percent Above or Below District Negotiated Level Multimedia Core 1 Technical Skill Attainment 89.50% 89.50% 87.50% N/A Core 2 Completions- Credential, Certificate, Degree, or Transfer Ready 81.50% 75.61% 83.33% N/A Core 3 Persistence and Transfer 86.50% 83.24% 62.50% N/A Core 4 Employment 80.85% 77.65% DR N/A Core 5a Non-traditional Participation 22.60% 20.29% N/R N/A Core 5b Non-traditional Completions 26.50% 22.49% N/R N/A Website Design and Development Core 1 Technical Skill Attainment 89.50% 89.50% 100.0% 10.5 Core 2 Completions- Credential, Certificate, Degree, or Transfer Ready 81.50% 75.61% 81.82% 6.2 Core 3 Persistence and Transfer 86.50% 83.24% 88.89% 5.6 Core 4 Employment 80.85% 77.65% DR N/A Core 5a Non-traditional Participation 22.60% 20.29% N/R N/A Core 5b Non-traditional Completions 26.50% 22.49% N/R N/A Art/Digital Media Needs Assessment Page 19

20 Computer Graphics and Digital Imagery Core 1 Technical Skill Attainment 89.50% 89.50% 100.0% 10.5 Core 2 Completions- Credential, Certificate, Degree, or Transfer Ready 81.50% 75.61% 66.67% N/A Core 3 Persistence and Transfer 86.50% 83.24% 84.62% 1.4 Core 4 Employment 80.85% 77.65% DR N/A Core 5a Non-traditional Participation 22.60% 20.29% N/R N/A Core 5b Non-traditional Completions 26.50% 22.49% N/R N/A DR indicates privacy requirements. N/A (Not Applicable) indicates denominators < 10. Source: CA Community Colleges Reporting Services, College Core Indicator Information by 6-Digit TOP ( Fiscal Year Planning). Art/Digital Media Needs Assessment Page 20