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Annual Instructional Dashboard Trends –January 6 2011: Planning Document E: PROF TECH PROGRAMS

ANNUAL INSTRUCTIONAL DASHBOARD: PROGRAM TRENDS

PROFESSIONAL TECHNICAL PROGRAMS(TO BE FORMULATED AS AN ELECTRONIC DOCUMENT )

2010-2011

Program/Dept.: Music Technology Date: 8/30/11

Is this program / department reviewed by any other agency? Yes X No

Please describe:

All technical programs undergo an extensive review by an outside agency every five years. Karen Demetre was contracted by Shoreline Community College to complete an extensive review of the Music Technology Program during the 2010/2011 school year. This report is available in an electronic format upon request.

1. Enrollment: (Core Theme 1: Access & Diversity)2007-08 2008-09 2009-10

All annualized (aFTEs) by discipline FTEs FTEs FTEsEnrollment target for next year

Comments/Analysis of Enrollment Trends:

Head counts and FTE across the programs has remained fairly constant for the last three years. This can be attributed to the infrastructure the college has established for both the Music and Music Technology programs. Classrooms are essentially full from early in the morning into the evening. If the infrastructure could support more student demand for the program a small advertising campaign would undoubtedly fill all available spaces.

2. Staffing: (Core Theme 2: Program Excellence)2007-08 2008-09 2009-10

Average student : faculty ratio by disciplineFT faculty :PT faculty ratioNumber of Technical Support staff

Comments/Analysis of Staffing Trends:

Shoreline had maintained three full-time and four part-time faculty members in the Music Technology area for many years. Instructional needs on the Music Transfer side of the department have required that one of the full-time Music Technology faculty divides his load between transfer and technology courses. Due to budget cuts a full-time faculty position in Music Technology was recently eliminated. This is not a feasible option for such a large and dynamic program. We have continued to operate at the present level of effectiveness through a pro-rata contract for a part-time instructor that allows students to continue to experience the hands-on learning essential to mastering skills in music technology. The current instructional configuration is unsustainable and it is essential to reinstate the original full-time position so that the program can maintain its reputation of excellence.

An additional complication has just revealed itself in that Cody Groom, the classified staff support person in Music Technology for the last eight years has accepted a position in industry. Cody has evolved into a


vital component of the program. A partial list of his duties include: Purchase, installation, and maintenance of all industry specific equipment in the building. Maintain license and updates on all instructional software in the building. Manage all hourly employees and work-study assignments for the Music Technology Program. Design and manage content for music department web page. Scheduling room usage for all classrooms and recording activity in the building.

These and many other tasks Cody performs are essential to the successful operation of the entire music department. Permanent loss of this position would jeopardize the effectiveness of the department.

3. Program Retention Rates (Core Theme 1: Educational Attainment/Student Success) (Note caveats on measures below) 2007-08 2008-09 2009-10

The % of students, enrolling in Fall Qtr with the program intent code who completed 15 credits by the end of the academic yearSame for 30 creditsSame for 45 creditsSame for achieving 5 credits of quantitative reasoning% starts receiving a W, V, I or Z grade% starts who achieve a >0.7 grade% starts who achieve a >2.0 grade The 15, 30 and 45 credits referred to are any SCC credits. Refer to the Student Achievement Initiative (SAI).

Comments/Analysis of Class Completion Trends:

It is important to note that over 30% of students entering the program announce upon entry that they do not have specific degree or job related goals but are in enrolled in courses for specific technical information regarding software and technology technique. It is unfortunate that many of these students leave the program after getting exactly what they wanted upon entry but appear as a negative statistic when reported to the state. Fortunately many of them are ‘captured’ when they discover the rich array of classes available within the program and end up being ‘completers’ in the final analysis.

Audio Engineering has been a male dominated industry. It is a priority of the program to address this issue. We have created support mechanisms within the department specifically designed to recruit and retain women in our program. This includes writing and receiving grants to create scheduled recording sessions designed exclusively for the women in the program and regular support group meetings for female students.

4. Financial Status: (Core Theme 5: College Stewardship) 2007-08 2008-09 2009-10

Average yearly cost per aFTE by program and includes tech support costs. Include only those courses in the program discipline.

$ $ $

Program revenue (fees, other sources) $ $ $

Comments/Analysis of Program Financial Trends:


Vocational instruction in fields requiring evolving technologies is inherently expensive. Graduates must be trained on state-of-the-art equipment used in the existing industry. Students consistently voice their opinion that the Music Technology Program is an excellent value. Our program is unique in that our students receive a superior education in music as well as the associated technologies. This integrated approach gives our students an edge in the competitive job market.

5. Number of Prof Tech degrees and certificates awarded each year by program: (Core Theme 1: Educational Attainment and Student Success)

2007-08 2008-09 2009-10# Prof Tech completions by degree# Prof Tech completions by certificate

Comments/Analysis of Prof Tech degrees and certificates awarded each year:

One of the strongest attributes of a Prof Tech program is the ability to rapidly adjust to changes in industry. This is critical for a technology-based program to keep up with the pace of development. A complete re-write of the Music Merchandising option is complete and awaiting approval from Deb Knackstedt at the State Board of Community and Technical Colleges. Tremendous enthusiasm for this degree has been generated throughout the entire Humanities Division and other disciplines are expected to create their own versions of the new “Entertainment Business Degree” when it goes into effect. The Electronic/MIDI Music Option continues to be revised under the capable guidance of David Bristow and Jeff Kashiwa. We fully expect to have the entire degree available online in support of the virtualization initiative in the very near future. Student participation in the Electronic/MIDI program is on the rise and enrollment in the classes is steadily increasing. These changes reflect the ongoing process of reacting to changes in the industry.

6. Student Success: (Core Theme 1: Educational Attainment and Student Success)2007-08 2008-09 2009-10

Labor Market Demand for completers from local Labor Market Information (LMI) or other sources

There is an average of 6-8% growth expected in the nation for trained audio engineers, music producers and performers and music business professionals. Washington state is following the national trend. SCC graduates between 18 and 25 Associates in Applied Sciences Digital Audio Engineers, MIDI Music and Performance, and Entertainment graduates annually. About 30% of these graduates are working in their field one-year post-graduation*

There is an average of 6-8% growth expected in the nation for trained audio engineers, music producers and performers and music business professionals. Washington state is following the national trend. SCC graduates between 18 and 25 Associates in Applied Sciences Digital Audio Engineers, MIDI Music and Performance, and Entertainment graduates annually. About 30% of these graduates are working in their field one-year post-graduation*

There is an average of 6-8% growth expected in the nation for trained audio engineers, music producers and performers and music business professionals. Washington state is following the national trend. SCC graduates between 18 and 25 Associates in Applied Sciences Digital Audio Engineers, MIDI Music and Performance, and Entertainment graduates annually. About 30% of these graduates are working in their field one year post-graduation*

Average time to completion 6 quarters 6 quarters 6 quarters

Grade Distribution Mean= 2.3-2.8** Mean= 2.3-2.8** Mean= 2.3-2.8**


External recognition of faculty and/or program

Faculty Member Steve Malott elected Governor NARAS Pacific NW Chapter. Sue Ennis continues as Governor, PNW NARAS. NARAS Grammy University selects SCC as regional Grammy U school.

Faculty member Steve Malott continues as Governor NARAS Pacific NW Chapter and is elected to the Committee in the PNW Audio Engineering Society. Sue Ennis elected President of PNW NARAS. Grammy University continues to grow to over 60 members.

Faculty member Steve Malott continues as Governor NARAS Pacific NW Chapter and as a member of the Committee in the PNW Audio Engineering Society. Sue Ennis elected to National Trustee representing PNEW NARAS. Grammy University grows to over 100 members. World renowned saxophonist Jeff Kashiwa performs with an assortments of acclaimed performing groups including “The Rippingtons” and “The Sax Pack”. David Bristow is established on the development team for Yamaha as an FM synthesis expert.

Strengths of the program

The combination of Music and Music Technology faculty continues to be a major strength of the SCC program - Advisory Board and community industry leaders cite the symbiosis between Music and Music Tech, particularly at the intersection of curriculum and the practicum of music theory, as a major advantage for students.



Note: Completion: % of starters completing with GPA of 2.0.

*Based upon survey of available students one-year post graduation. Source: SCC Office of Vocational Instruction.** Estimated from instructor averages available from Digital Audio Engineering program.

Comments/Analysis of Student Success:

Students generally leave the program post-graduation as freelance engineers, making tracking of graduates difficult. Anecdotal reports from graduates staying in contact with instructors reveals jobs in industry as employees and contractors at Microsoft, Clatter & Din, Swank Audio, Mackie/Loud Technologies, Carnival Lines, Sirius radio, Clear Channel and Entercom broadcasting, an array of ‘sound reinforcement’ locations and various private and "project" studios locally, regionally and nationally, including those in Seattle, San Francisco, Los Angeles, Nashville, Austin, and New York city, as well as with artists such as Pearl Jam, Modest Mouse, Death Cab for Cutie and others.

7. Program Excellence: (Core Theme 2: Program Excellence)

Curriculum Faculty Qualifications

Labs, Equipment and Facilities

How is the program kept up to date? Ongoing review by Master’s and Advisory


existing faculty. Quarterly review by Advisory Committee members. External program review by 3rd party specialists.

Bachelor’s degrees in related fields. Extensive professional experience in industry applications.

Committee, faculty, and 3rd party review and analysis. Student fees allocated to maintain and equip facility to industry standard.

Is the program aligned with industry standards; if so, what are they?

Industry standards are not documented but firmly established in actual industry practice. Advisory Committee members, faculty, and 3rd party review participation continually strive for alignment with industry.

Advisory Committee Resourcefulness. (Number of members, meeting frequency, outcomes of work in past year, etc.)

The Advisory Committee is made up of approximately 17 members from industry and another 8 to 10 participants representing the college. The group meets quarterly and provides an array of services including curriculum guidance and development, student internship options, student portfolio critique, industry trend analysis, and equipment/funds acquisition.

Relevancy of course pre-requisites All course pre-requisites are carefully evaluated and updated to maintain program relevance and sound pedagogy practice.

Level and breadth of staffing, including faculty qualifications and key professional development activities

The success of the Music Technology Program can be attributed to the level and breadth of staffing within the program. Instructors with Master’s degrees in related fields and 35 years of professional technical instruction and curriculum development combine with world renowned performers, synthesizer designers and developers, engineers who have literally created hundreds of thousands of products ranging from pop style recordings, to audio for picture, to radio and television advertisements, and songwriters and music business specialists with gold records adorning their walls. This group of educators and professionals read words like ‘professional development activities’ and are hard pressed not to smile.

Comments/Analysis of Program Excellence:

The Music Technology Program began 35 years ago and remained the only such program in the United States for over a decade. It has grown with the industry since the ‘technology’ was in its infancy. The program has been visited by program developers from throughout the country as an example of excellence and as a place worthy of emulation. By strategically combining traditional music education in music theory, history, and performance practice with emerging technologies in electronics and digitization, an integrated department has evolved whose primary strength is the balance of information available to students.

8. Program Costs : (Core Theme 5: College Stewardship) (ROI will be defined for each program type)Comments

ROI = return on investment. 2007-08 2008-09 2009-10

ROI for the college from this program?(Ratio of annual completers to cost/FTE)Annual estimated cost to student? (tuition, fees, tools, etc.)

$ $ $


What is the revenue potential of this program?

$ $ $

Comments/Analysis of Program Costs:

Vocational instruction in fields requiring evolving technologies is inherently expensive. Graduates must be trained on state-of-the-art equipment used in the existing industry. Students consistently voice their opinion that the Music Technology Program is an excellent value. Our program is unique in that our students receive a superior education in music as well as the associated technologies. This integrated approach gives our students an edge in the competitive job market.

9. Important Partnership Potential: (Core Theme 3: Community Engagement) Comments

What are the ‘like’ programs at nearby colleges?

The Music Technology Program is unique and while a few schools have emulated a few of our classes, no other institution delivers the breadth and scope of instruction in Music Technology at Shoreline. We regularly receive students coming into our program claiming that a four-year institution recommended the program as the only viable Music Technology program in the state.

Relationship to an industry cluster?

Robert Lang of Robert Lang Studios, a multimillion dollar recording facility in the northwest, has very recently approached the Music Technology faculty to create a partnership with his facility where advanced level students in Music Technology could receive extensive instruction in his facility. Discussions are under way to establish a viable way to develop this partnership with the virtualization of the campus and the potential for a baccalaureate program in Music Technology.

Linkages to the Five Star Consortium?

The unique nature of the program curriculum that integrates traditional music education with music technology has created a one-of-a-kind learning environment that is self contained and highly structured. Other colleges in the Five-Star Consortium do not offer similar integration and do not provide obvious linkages to the existing Music Technology structure.

Program support potential from partners?

Advisory Committee members and various companies like Yamaha, Alesis, Ableton, and Mackie have provided a variety of hardware and software donations in the past and will likely do so in the future.

K-12 linkages?

Traditionally, music departments, like athletic departments, have understood the vital recruitment process required in the K-12 sector to be successful. Sharing concert stages with concert bands, jazz bands, and vocal choirs, along with participation in convention sites like MENC and NAJE are critical components of this ongoing process. We have successfully solicited grant funding for K-12 school visitations to enhance gender balance in the Music Technology Program. By integrating closely with the transfer music program in developing curriculum for Music Technology we work together to continue to develop program awareness in both sides of the music department.

Comments/Analysis of partnership potential:


Our potential for partnerships is greatly enhanced by continuing to develop a tight integration between the transfer music degree options and the degree options available in Music Technology. Less than a year ago the entire music department presented a public concert to promote the college and provide scholarship funding for future students. The audience raved about the balance of the presentation ranging from sophisticated demonstrations of electronic technology through more traditional instrumentation. This balance is our trademark and sets us apart from the others. 10. Program Reputation: (Core Theme 2: Program Excellence)

Comments

External recognition of program?

The Music Technology Programs’ reputation for excellence reaches far beyond Washington State lines. Students from California, Oregon, Montana, and Hawaii have been enrolled in the program each and every year for the last decade. This broad appreciation for our excellence should bode well as we embrace plans to participate in the virtualization of the campus.

Program’s connections at SCC or other colleges?

Faculty maintain face-to-face relationships and share pedagogical data with technology programs located in:

Berklee School of Music in Boston, Massachusetts Guilford Technical Community College in Jamestown,

North Carolina St. Petersburg College, St. Petersburg, Florida College of the Arts, Tampa, Florida Valencia College, Orlando, Florida Belmont University, Nashville, Tennessee University of Miami, Miami, Florida University of Nebraska, Lincoln, Nebraska Foothill-DeAnza College, Cupertino, California Portland State University, Portland, Oregon University of Washington, Seattle, Washington

Based upon our reputation for excellence, Evergreen State College approached our program and initiated an ‘upside-down’ degree articulation with a Music Technology focus.

Based upon our reputation for excellence, administrators from the Art Institute of Seattle approached our program requesting articulation arrangements for our graduates. Specifically, they wanted our students to direct their focus on audio for the gaming industry since our students’ complete 6 consecutive quarters of study in music theory as part of their graduation requirement. The program at The Art Institute only requires one quarter of music theory instruction and they have found it to be inefficient for game audio specialization.

Colleges including Lower Columbia Community College in Longview, Washington and Mt. Hood Community College in Portland, Oregon requested and received extensive tours of our facility and program with the clear intent of duplicating our efforts. Lower Columbia Community College duplicated our course titles and planning sheets verbatim.

Uniqueness of the program? Every year students enter our program and inform us that


another four-year degree college in the state recommended us. This recommendation is usually accompanied by comments suggesting we are the only place around doing what we are doing. At the very least, we are the only place around doing it this well.

Analysis of program reputation:

The Music Technology Program began 35 years ago and remained the only such program in the United States for over a decade. It has grown with the industry since the ‘technology’ was in its infancy. The program has been visited by program developers from throughout the United States and beyond as an example of excellence and as a place worthy of emulation. By strategically combining traditional music education in music theory, history, and performance practice with emerging technologies in electronics and digitization, an integrated department has evolved whose primary strength is the balance of information available to students.

11. Relevance to the College Mission: (Core Theme 4: Access & Diversity)Statistical Data

What is the program diversity mix?

Analysis of relevance to College Mission:

Diversity is inherent in the nature of pop and jazz music. Derived from African roots and influenced by Latino heritage, pop and jazz music is one of the great equalizers. This music permeates the entire Music Technology curriculum. The Electronic/MIDI Music Program attracts an extraordinary diverse population of students interested in learning to create hip-hop style beats, rhythm loops, timbres and textures for games, sound enhancement for picture and a rapidly expanding list of various Internet and Web applications. Most importantly, a casual walk through the building at any time day or night will reveal an enriched diversity of people working together toward an endless variety of common goals.

While the apparent imbalance between males and females pursuing the Digital Audio Engineering Option reflects the identical imbalance throughout the industry nationwide, we continue to put support mechanisms in place to correct this flaw. Using acquired grant monies for funding, women from the program are specifically recruited to present information to women in high school settings. There are two women and two men in the ranks of our vital part-time instruction group. There is a ‘women in audio’ club active in the building. For years there have been specific recording sessions blocked out for ‘women only’. It is worth noting that the women in the budding Music Business Option, Performance Option, and Electronic/MIDI Music Option balance this inequity across the Music Technology Program somewhat a lot of work still needs to be done at both the local and national level.

12. Summary of Curriculum Changes in the past year: (Core Theme 2: Program Excellence)

Activity List Explanation for Activities Undertaken Courses Added Music 139 – Intro To

Sibelius Software (3)Music 118 – Acoustic Guitar II (2)MusTc 271 – Advanced Electronic Music Production I (4)

Sibelius software is an industry standard music notation program. The music theory program is adapting its use.This course provides a second level of beginning guitar instruction for students wishing to continue study.First of 3 courses in the second year of study in the revised Electronic/MIDI Music Production Option.


Mustc 272 - Advanced Electronic Music Production II (4)Mustc 273 - Advanced Electronic Music Production III (4)Mustc 294a – Electronic Sound Design I (4)Mustc 294b – Electronic Sound Design II (4)Mustc 292 – Masters and Mentors (2)Mustc 293 – Navigating the New Music Business (3)

Second of 3 courses in the second year of study in the revised Electronic/MIDI Music Production Option.

Third of 3 courses in the second year of study in the revised Electronic/MIDI Music Production Option.

First of two sequential courses designed for the revised Electronic/MIDI Music Production Option.Second of two sequential courses designed for the revised Electronic/MIDI Music Production Option.Seminars made up of guest speakers who specialize in various aspects of the music business.Instruction in using Internet browsing and web design for business applications in music.

Courses Deleted

Mustc 161 – MIDI Sampling (2)Mustc 162 – MIDI Syhthesis (2)

Course content has been included in new course Mustc 294b – Electronic Sound Design IICourse content has been included in new course Mustc 294a – Electronic Sound Design I

Courses Modified

Mustc 151 – Intro to MIDI (2)

Music 139 - Intro to Sibelius

Content has been broadened to include other aspects of Music Technology and will ultimately be renamed “Intro to Music Technology” and increased to 3 credits. The course has also been converted to fully online delivery as part of the plan to virtualize the Electronic/MIDI Music Production Option.Incorporating upgrade to Version 7 into online delivery mode.

Planning Sheets Revisions

Electronic/MIDI Music Production OptionMusic MerchandisingOptionAudio Engineering OptionPerformance Option

Title Change, course additions, course deletions, and courses changed to fully online delivery modality.Title change, significant revision throughout.

Course addition. (Intro to Sibelius Software)Course addition. (Intro to Sibelius Software)

Advisory Committee Recommendations

Reinstate full-time position in Audio Engineering

Presently in pro-rata configuration

Other Development Activities

Installation of 20 station Digital Audio Workstation

Permanent installation of 20 ProTools workstations for classroom instruction. Involves purchase and installation of an assortment of hardware and software applications.

Non-Traditional Delivery Courses

Mustc 151 – Intro to MIDI (2)Mustc 152 – MIDI Sequencing I (2)Mustc 152 – MIDI Sequencing II (2)Mustc 163 – MIDI Drum Programming (2)Music 139 – Intro to

Comprises a rapidly expanding list of courses that are being offered fully online as part of the Music Technology support for virtualization of the curriculum.


Sibelius Software (3)Mustc 106 – Acoustics of Music (5)Mustc 131 – Digital Audio Production I (3)Mustc 132 – Digital Audio Production II (3)Mustc 133 – Digital Audio Production III (3)

Professional Development Activities

Separate plans are in place for specialized content of individual instructors.

The diverse content specializations required for successful delivery of curriculum content in Music Technology requires different instructors with different specializations. Each person undertakes professional development activities to enhance their specializations.

Unmet needs

Infrastructure limitations create less than idea instructional environments for specialized course content.

PLAN: Design and implementation of Digital Audio Workstation Labs along with effective observation spaces for large numbers of students in an ongoing professional recording environment for more effective technical demonstration.

Comments/Analysis of relevance to curriculum changes in the past year:

Rapid curriculum change is essential to maintain relevance in an industry where technological advancements occur quickly. This ability to react quickly and effectively to a vibrant industry model is a hallmark of successful occupational programs. The technologies required to virtualize the curriculum is embraced by instructors comfortable operating in a computer based environment and will very rapidly result in extensive online instruction offerings that takes full advantage of available options.

13. Program Outcomes (Core Theme 2: Program Excellence)Comments

What are the program’s identified student learning outcomes?

Digital Audio Engineering Option Outcomes:1. Create audio recordings and provide mastering of material for distribution.2. Create radio commercials as well as educational and instructional industrial products.3. Create enhanced and new audio for existing video and film transfers.4. Explain and apply Musical Instrument Digital Interface (MIDI) technology and digital audio technology.5. Identify current production values, trends and industry standards affecting production today.6. Relate to others and communicate effectively in the workplace.7. Demonstrate basic music theory including ear training, sight-reading, and keyboard proficiency.8. Use basic business computer software applications.Electronic Music/MIDI Production Option Outcomes:1. Use and program MIDI equipment to sample, sequence, synthesize and produce audio recordings.2. Explain and apply fundamentals of music theory in the creation, evaluation and interpretation of musical compositions.3. Apply basic principles of audio production, amplification and recording, and MIDI implementation.


4. Safely and appropriately use and maintain electronic audio equipment.5. Relate to others and communicate effectively in the workplace.6. Use basic business computer software applications.Entertainment Business (Music) Option Outcomes:1. Apply principles of marketing and salesmanship in the merchandising of musical products or productions.2. Create radio commercials as well as educational and instructional industrial productions.3. Communicate effectively in the workplace both verbally and in writing.4. Apply basic business math skills and accounting principles to plan and evaluate merchandising strategies.5. Explain the basic principles of music theory.6. Apply principles of applied music and performance in a selected area of interest -- vocal or instrumental.7. Use basic business computer software applications.Performance Option Outcomes:1. Demonstrate an understanding of the principles of music performance.2. Explain and apply the fundamental principles of music theory.3. Demonstrate a proficiency in some area of musical performance either vocal or instrumental.4. Create and adapt music for performance.5. Identify current trends and industry standards affecting the field of music performance today.6. Relate to others and communicate effectively in the workplace.7. Use basic business computer software applications.

Describe how the program assesses student learning for these program outcomes?

All students in Music Technology are required to successfully complete MUSTC 274, ‘Portfolio Development’. Students accumulate material for inclusion in their portfolio throughout their entire involvement in the program. These materials are organized into a delivery format and system that both demonstrates their success in acquiring proficiency in program outcomes and assists them in seeking future employment in the industry. Generally speaking, the industry is a portfolio driven marketplace.

How has the program used the results of its program assessments for program improvement?

The student portfolios are presented to the Advisory Committee at the end of the school year for comment and critique by the membership. This procedure guarantees familiarity with the progress of students by the committee and keeps them abreast of progress of both students and program. These results are taken into consideration for curriculum development approval in future course construction.

Analysis of relevance to Program Outcomes:

In a program defined by the pace of technological change it is necessary to include regular updates to program outcomes that reflect industry policy while also maintaining core outcomes that remain intact and relevant over time. This is an ongoing process.

14. Other Influencing factors, internal and external: (Core Theme 2: Program Excellence)


Describe any non-college-related (external) factors that have significantly influenced your program during the last year:

Continued budget restraints in the state of Washington have significantly altered the way the program has worked in the last year. A full-time faculty position in Music Technology was lost causing 6 core sequential courses to be taught by part-time instruction. This creates a situation where students are not able to easily contact the instructor for specific direction and help in highly technical content. This forces the hourly employee and work-study personnel to answer questions about which they are not expert. This creates frustration and learning impasses for the students and will gradually erode the reputation and overall success of the program.

Using student fees to cover 50% of the salary for the instructional technician in Music Technology obviously makes these funds unavailable to support software updates, purchases, repair, and equipment maintenance. Over time, this will add to the frustration for students and impact the program negatively.

Describe any college-related (internal) factors that have significantly influenced your program/ department during the last year:

A bit of good news for the Music/Music Tech consortium this past year is ironically linked to an incident of vandalism that occurred in the middle of last year. That event, the last straw in a long line of significant thefts and damage in the building led to the installation of a greatly enhanced security system including security cameras in both the upper and lower levels of the building. This new security system is providing much improved safety to our students as well as presumably lowering costs as we move into the future.

15. Summary of Actions taken in past year: (Core Theme 2: Program Excellence)

Program Objectives from last year Accomplished/ Still in progress? Modified?

Review/revamp Electronic/MIDI Production Degree Option

While the original goal is accomplished, minor curriculum changes are still underway in the form of experimentation with two Special Topic classes that will ultimately pass through Curriculum Committee and become a permanent part of the constantly changing curriculum. These two new classes will replace two others that advisory committee recommendation cited as needing updating to reflect present trends in industry. Additionally, many classes are being converted to fully online delivery as part of the vision for virtualization of the college. This entire degree option is on a fast track for virtual delivery.

Review/revamp Music Merchandising Degree Option

This is an extensive revision and is still underway. When the revised option was presented to the Humanities Planning Council for approval it created tremendous interest and evolved into a request by many other disciplines to be modified into a ‘branch’ of a larger vision in which others could participate. As a result, the new title will be the “Entertainment Business Degree” and our particular version will be called the “Music Business Option”. It is anticipated that Drama, Film, Visual Arts,


English, and others will eventually bring their own versions to the committee to be included under the ‘Entertainment Business Degree’ moniker. Two new classes were approved for the music option along with significant rearrangement of existing classes blending courses from the business program and the music program. When the degree revisions was presented to the Curriculum Committee it was pointed out that the required internship configuration was a new concept and will establish a process others will undoubtedly follow. We are awaiting approval from the State Board of Community and Technical Colleges for this major degree revision to be complete.

Installation of a computer lab of Digital Audio Workstations specifically designed for Music Technology instruction using ProTools software and hardware.

This installation is planned to take place during winter break 2011. All equipment has been purchased and is ready for installation into room 820. This will convert what used to be called the “choir room” into a permanent multi-function music technology information delivery environment.

Installation of effective video surveillance security system in the building to enhance safety and deter theft.

While the system may need minor expansion to effectively cover future growth of the program, the installation is now complete.

Analysis of actions taken in past year:

In spite of understandable budget restraints, excellent administrative support and collaborative efforts by music transfer and music tech faculty have created a year of tremendous growth and change. These changes greatly enhance student opportunities for employment and continue to provide an atmosphere charged with potential for both the hobbyist and the professional.

16. Final Summary Comments:

The music industry, like many others, is in the midst of tremendous change brought about by technology. For decades a relatively small number of major recording companies, often called ‘labels’ for short, dominated market trends and had tremendous power to influence the buying habits of consumers. The ‘label’ was essential for advertising and distributing music to the public. Today free access to the Internet has usurped power and control from the record companies to the extent that it often seems they are left primarily bemoaning the demise of the entire music industry. And yet the music goes on. The rules have changed, but the music is as vigorous as ever. Many young entrepreneurs are ecstatic about power and control leaving the hands of the few and being more equitably distributed to those who actually create the music.

The majority of employees in today’s music industry work as independent contractors and are often difficult to group into categories. There are sound engineers reinforcing and recording musicians as they are playing. Successful musicians are hiring personal managers, business managers, booking agents, publicists, music publishers, concert promoters, and road managers. In a very real sense, to become truly successful as a musician requires that each individual provide themselves the services that were previously provided by the record company.

While the Internet may be responsible for the drop in CD sales world wide, the music ‘scene’ remains vibrant as customers purchase songs one at a time on hundreds of websites like ITunes. The Internet will continue to provide musicians and their support team with tremendous opportunity. Data transfer speed


issues are rapidly declining and combined with ‘cloud’ data storage may be ushering in what will be seen as the end of the infancy stage of Internet technology. Up until now, web developers have spent most of their energy sending graphic and textual content through cyberspace, as bandwidth did not allow for extensive sound and music content. All that is about to change. Marketing specialists have understood the power of sound in advertising since shortly after the airing of the first radio jingle. It is also heartening to realize that website content is easily accessible to all and copyright infringements of web content will be much easier to police than illegal downloading and song sharing. The competitive nature of web marketing for all aspects of industry should provide a significant demand for quality musicians and composers in the very near future.

Seattle is world-renowned for its vibrant music scene and the Music Technology Program at Shoreline Community College is fortunate to be located in the middle of this expanding industry. The Music Technology Program at Shoreline deserves its reputation at the forefront of education in these expanding technologies and, given the continued opportunity, will remain there.

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