The mission of the Butte College Fashion Program is to provide high quality education and services to the community. The Fashion Program prepares students for careers related to working within the Fashion industry. It provides students the opportunity to discover the inner workings of the industry, including the design concept, construction of product, and the distribution and sales of merchandise, from the designer and manufacturing level through the retail level and ultimately, to the consumer.
The Butte College Fashion Program is housed within the Art Department. The Fashion Program offers an AS Degree and a Certificate of Achievement in Fashion Merchandising, a Certificate I Clothing Construction, and a Certificate in Fashion Design. Each semester three to five courses are offered. Fashion courses are taught by two to three Associate faculty members. The program has a classroom dedicated to clothing design and construction, ARTS 241, and another classroom, ARTS 246, for lecture classes. The program is well equipped with 18 sewing machines, an embroidery machine, 15 dress forms, and cutting and pattern making equipment and furniture. Each year Fashion students have an opportunity to display their work in the Butte College Fashion Show held in May.
Program Learning Outcomes
Upon successful completion of this program, the student will be able to:
AS Degree in Fashion Merchandising/ Certificate of Achievement in Fashion Merchandising
1. Analyze and describe the fashion industry including innovations, careers, current trends, the impact of globalization and technology, and the expanding roles of designers.
2. Analyze, describe, and apply concepts in the business of buying, distributing and selling of fashion merchandise from the manufacturing level through to the retailer and, ultimately, the consumer.
3. Demonstrate command of visual presentation or production, and create a resume or relevant portfolio to be used to market him/herself in the fashion industry.
Certificate in Clothing Construction
1. Select appropriate fabrics and notions suitable to specific garment designs.
2. Drape, draft or manipulate flat patterns to create accurate garment patterns.
3. Lay patterns correctly and economically onto markers or fabric
4. Construct garments using various sewing techniques.
5. Fit garments on various body types and be able to make the proper adjustments.
Certificate in Fashion Design
1. Analyze and describe the fashion industry including innovations, careers, current trends, the impact of globalization and technology, and the expanding roles of designers.
2. Demonstrate command of visual presentation or production, and create a resume or relevant portfolio to be used to market him/herself in the fashion industry.
3. Demonstrate the principles and practice of fashion design including design analysis: use of industry vocabulary; technical illustration; drafting of patterns; and effective communication of original design concepts.
4. Demonstrate technical skills including machine operation; taking measurements; basic alterations, pattern layout, cutting and preparation; and use of fabrics, tools, and supplies.
Outcomes Assessment Summary--
Fashion faculty members have evaluated their program, identified areas that prevent student completion, and revamped/streamlined/expanded its structure. The program is currently going through Curriculum and Program Review and these changes will be implemented in the 2020-2021 school year.
Student Achievement Data -
Over the last three years Fashion student success varied from a low in Fall 2017 of 61.0% to a high of 74.4% in Fall 2018. Student success dropped in Fall 2019 to 65.3%. When compared against the college overall success rates for the same semesters, Fashion student success falls below college student success. College rates for Fall 2017 were 72.4%, Fall 2018 were 78.6%, Fall 2019 were 72.8%. Faculty are currently discussing ways to improve student success.Over the last three years the Fashion Program awarded one AS Degree and 13 Certificates. Faculty recognize that degree completion lags because the degree requires restructuring and additional faculty need to be hired so that more courses can be offered each semester to allow students to complete with in a two year period.
Goal # 1 Over 5 years, increase degrees, certificates by 20% (that prepare them for an in-demand job) Programs and course sequences need to match regional economies and employers.
Fashion faculty members have revamped their program into a Guided Pathway to improve student success. They have streamlined the AS in Fashion Merchandising, and developed paths in Fashion Design and Textile Arts. They have created Certificates for Textile Arts, Fashion Styling, and Costume Design. This will better prepare students for the Fashion Industry.
Goal #2 Over 5 years, increase by 35% the number of students transferring to CSU and UC. This increase is needed to meet the future workforce demand for BA. In California demand for workers with BAs in increasing faster the demand for workers with AA or less.
At the current time, there is not AS-T Degree for Fashion, however, the program is working to develop a Transfer Degree that would all students to transfer to CSU, SanFrancisco, Sacramento, and Northridge.
Goal #3 Over 5 years, decrease the number of units earned by CC students from 87 to 79. AA degrees are typically 60 units. This will allow students to reach their goals sooner and at less cost to them.
Fashion faculty members have streamlined their AS Degree and Certificate of Achievement in Fashion Merchandising to insure student complete only the courses they need to reach their goals.
Goal #4 Over 5 years, increase the percent of exiting CTE students who report being employed in their field of study, from 60% to 76%. This improvement will indicate that colleges are providing career education that puts students in available jobs, and colleges are also helping students find jobs.
The Fashion program is aware of the need to track students once they leave the college to discover the success students have had in the Fashion industry. Though there is no college mechanism to do this tracking, faculty members have made efforts to maintain contact.
Goal #5 Reduce equity gaps across all the above measures- specifically, cut success gaps by 40% in 5 years, and close gaps entirely in 10 years.
In the last four years the Art Department has had four faculty members participate in the FAIR Classrooms program. Three faculty are currently participating in the Cultural Awareness Community of Practice program. These faculty members have incorporated the knowledge they gained from these experiences into their teaching practice to reduce equity gaps. They have introduced this knowledge to all department faculty in meetings and raised awareness and interest in these ideas. During the most recent faculty meeting Equity data was made available by area (ART-P, ART A, Music, Drama, etc.) and a small piece of a Tim Wise video was shown during the meeting. There was a discussion about the Chancellor's Vision for Success goals and specific goals were given for each area.
Goal #6 is for colleges located in regions with the lowest educational attainment
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Strategic Direction and Priority Themes - Describe how the department supports the college in meeting its Strategic Direction and Priorities.
1. Enhancing a Culture of Completion and Academic Achievement
A. Prepare high school students for college by: (Thematic Priority #2, Thematic Priority #4)Art Department chair, Daniel Donnelly, works with high school arts programs to align curriculum as appropriate. He invites high school teachers and their students to tour the ARTS building and advises high school students on arts career paths. ART-S faculty assist the chair with tours for students.B. Align onboarding processes with pathways by (Call to Action): (Thematic Priority #2, Thematic Priority 5) The Fashion program is currently formulating a plan for recruiting students from the high schools. During class faculty advise students on potential careers in the fashion industry and suggest fashion institutes and university fashion programs that would meet students’ individual needs. Fashion faculty take time to discuss the optimum order in which fashion courses should be taken to help students progress through the fashion program.
C. Redesign support for our diverse students by(Supernatural Aids): (Thematic Priority #2, Thematic Priority #3) Fashion program faculty members have spent the past several years developing Guided Pathway strands to meet the variety of interests Fashion students have, which will provide them with the necessary skills to be successful in the fashion world. Because many Fashion courses have a lab component, as well as activities such as the annual Fashion Show, vulnerable students receive more individual attention and support from faculty.
D. Support Student Progress and Completion by (dealing with challenges and temptations): (Thematic Priority 5) Faculty in Fashion program are investigating transfer pathways to the state university system. San Francisco State has a major in Apparel Design and Merchandising, which would be ideal for the articulation of four of the Fashion program courses.
E. Scheduling Strategically by (Creating a navigable journey): (Thematic Priority #2) The Fashion program tries to offer sections at times when students are interested in taking class – usually after 9:00am. The program is careful to schedule class offerings so they do not overlap.
F. Support Workforce and Community Development by: (Thematic Priority #2, Thematic Priority #4, Thematic Priority #6)
Faculty in the program are always looking for ways to expand course offerings to new markets. We have an Advisory Board that guides our decision-making toward student success. Our Advisory Board fully supports the Guided Pathway strands we have developed. Fashion faculty participate in Art Department initiatives that promote community awareness and engagement, such as the August, 2019 Summerfest Event and produce an annual student-produced Fashion Show.2. Supporting Student, Faculty, and Staff Success
A. Increasing Student Engagement by: (Thematic Priority #3, Thematic Priority #6) The Fashion program has used student surveys to gage their interests and goals. It is critically important to the Fashion program that we create and maintain meaningful relationships with our students. Our success rate of 66.7% bears this out. We encourage students to participate in the Fashion Club and the annual Butte College Fashion Show. We use Canvas and email to communicate with students.
B. Evolving the Knowledge, Skills and Abilities of Faculty and Staff by: (Thematic Priority #3, Thematic Priority #6, Thematic Priority #8) Art Department faculty have participated in the FAIR Classrooms program and the Cultural Awareness Community of Practice, which in turn, has increased awareness in Fashion faculty of then needs of our diverse student population, and increased efforts to close student equity gaps. Fashion faculty members maintain currency through continuous education and conferences.
C. Improving Collaborative Interactions by: (Thematic Priority 5, Thematic Priority #6) TheFashion program meets two to four times a semester to discuss students’ learning outcomes and assessment, budget, staff development, classroom and equipment issues, and program direction and progress. Fashion faculty are empowered to share their expertise in all matters pertinent to the program.
D. Use Facilities, Technology, and Services to Support Student Success and Completion by: (Thematic Priority #2, Thematic Priority #5) The Fashion faculty have only limited power in this area. We would welcome new computer equipment in ARTS building classrooms since it is falling apart. The Fashion faculty desire to incorporate the latest fashion technology into the program for the benefit of students. Faculty use Blackboard to connect with students and post assignments.
3. Using Data-Informed Processes for Continuous Improvement
Training faculty and staff and using data for continuous improvement by (Thematic Priority 4, Thematic Priority 5,Thematic Priority 6): At our monthly meetings we discuss how we can improve our program and insure that it meets accreditation standards. We utilize data from Data Mart, and LMI to support our course and program decisions.
4. Maximizing Resources to Support Student Learning
A. Make strategic financial decisions by (Thematic Priority 5):
1. Reducing costs through strategic procurement: Fashion faculty members continually search for the best price for materials/equipment available for students and program.5. Modeling Sustainability
Fashion faculty member efforts in the area of sustainability do not seem to fit the college's three focuses. However, they recognize the importance of education Fashion students in sustainable practices, such as high-water-use fabrics such as cotton versus the much more sustainable linen, and suggesting students recycle secondhand clothing by redesigning it.
Based on the Validation Team recommendation that the Fashion Program needed more leadership and support, the program has been moved under the Art department. It is receiving support from Chair, Daniel Donnelly and fulltime faculty to improve its programs and student success.
In response to the Validation Team recommendation that the Fashion program enhance their curriculum and currency, program faculty have been meeting with Fiber Arts faculty to design new curriculum and degree/certificates that will meet the needs of students. Research is underway to insure that students learn the latest in fashion design technologies.
Fashion program faculty, is establishing articulation agreements with San Francisco State, Sacramento State, and Long Beach State as the Validation Team recommended.
The Validation Team recommended that the District support the Fashion Program’s strategic scheduling by allowing at least 6 classes to be offered each semester so that students can progress through the program without delay. The AS Degree in Fashion Merchandising is being streamlined. The program has asked for the development of a part-time pool so there are enough faculty members to teach the required courses in a timely manner. The program will implement an outreach plan increase student demand once its restructure is complete and new advertising materials can be created.
The Validation Team recommended that one of the required courses CSCI 2 be replaced by BCIS 18 in the Fashion Merchandising AS Degree and Certificate. This recommendation will not be implemented due to streamlining efforts.
The Validation Team recommended that the Fashion Program reach out to the junior and senior high schools to develop interest in Butte College’s Fashion program. As mentions above, outreach activities will occur after program restructure.
The Validation Team recommended the Fashion program enhance student advisement. While some student advisement can occur as part of course work, quality time spent with students to discuss their career goals and recommend course pathways is difficulty for Associate faculty members to supply without compensation.
The Validation Team recommended that the Fashion program insure that students have a public forum for demonstrating their work. The program continues to meet this recommendation by offering FASH 90, Fashion Promotions, once a year to allow students an opportunity to obtain an organized course of study in fashion show experience.
The Validation Team recommended that the Fashion Show “close the loop” in their assessing and reporting of SLO/PLOs in Curricunet. The Chair informed the program that this is no longer necessary, though area meetings for SLO/PLO Assessment should continue.
The goals of the Fashion program are:
Strategy 1 - Support Fashion student's success and completion
Collaborate to develop a Guided Pathway(s) that are clear and navigable for students. Evaluate course and program level SLO's to insure that objectives are appropriate and support for completion is given. Establish articulation agreements with university Fashion programs. Employ current technologies. Meet with Fashion Advisory Board annually. Offer Fash 90 and hold a Fashion Show once a year.
This strategy is currently underway. Thus far we have:
What remains to be accomplished:
The Fashion Program has gone through a rough period in terms of enrollment and student success in the past 6 years. In Fall 2014 six sections were offered with a total of 88 students. In Fall 2015, 2016, and 2017 student enrollments (and sections) dropped precipitously to a low of 39 students. The program discovered that some local high schools had cut their fashion classes and were not advising students that there were fashion opportunities at Butte. The good news is that enrollments have risen back to their original numbers - Fall 2018 there were 5 sections serving 83 students.
As mentioned above, in the past three years there has been only one student complete the AS in Fashion Merchandising. This low achievement level is due in large part to scheduling- some required courses in Business were only offered at night, and some Fashion courses were cut due to low enrollment, or lack of faculty to teach in the program. On the other hand, 13 students completed Fashion certificates. By streamlining and creating career pathways for students, maintaining communication with Business Education faculty on scheduling, and active student advisement, program faculty members believe the Fashion Program will experience increased student success.
The program is sensitive to the goals and needs of students. In a joint meeting of the Fashion and Fiber Arts faculty it was recognized by all that there are many connections between Fashion and Textile Arts, and that textile production is a primary source of cultural development on the earth. The alliance will allow students to create unique textiles through weaving, felting, and surface design, etc., that can be used in individually designed, sewn wearable, home and fashion applications. There is potential for future careers in a developing local textile industry, along with agricultural production of flax and wool, and construction of a mini-textile mill. Currently, there are only off-shore textile mills.
In addition, program faculty recognize the continually changing nature of the Fashion industry and need for currency in training and technology. Establishing articulation agreements with universities will meet the needs of those students who wish to transfer, while other students may wish to move directly into the fashion industry with their AS degree in hand. In either case, the Fashion Program wishes to provide high quality preparation for the Fashion Industry.
Strategy 2 - Expand Fashion Program enrollment
Encourage existing students to work toward a degree and/or certificate by advising them about careers in fashion and course progression. Establish a system to track fashion student progress. Market program and potential careers to local high school students, Butte College students not already taking fashion classes, and the community. Participate in Arts Building outreach-tours led by chair Daniel Donnelly.
Existing students should be made aware of the career options and the value of a degree/certificate in Fashion. Many have taken over half the courses and need only a few to complete a certificate or degree. In addition, potential Fashion program students should be made aware of the degrees, certificates, and course offerings at Butte College. A local opportunity to earn a degree in fashion is advantageous to many local students who would have to move to a major metropolitan area such as Sacramento, San Francisco, or Los Angeles to enroll in a fashion program. Participation by the Fashion program in department-wide outreach efforts will make the program known to the community.
The Fashion Program requests full support from the Counseling Office in accurate advisement information for students regarding the Fashion Program.
The Fashion Program also requests support via informal training on new technology within the ARTS department that is applicable to fashion (i.e. textile printer and large-format paper printer(s))
The Fashion Program earns revenue for its Foundation account by profits from ticket sales to their annual fashion show. Amount can vary. Last year the department made $150. Typically this fund exists as start-up money for the following year's show.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Fashion | Personnel | 11-000-512-1-130310 | $0.00 | $2,000.00 | |
| Stipends for Fashion Show managers | The annual fashion show to showcase student work requires an additional 100+ hours of work by faculty members to coordinate multiple activities related to the production of the show, as well as guide students who are learning how to produce a special event. This includes building stages, lighting, painting and other projects. |
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| 2 | Equipment | 11-000-512-1-130310 | $450.00 | $0.00 | ||
| Pipe and Drape Setup | For use during outreach marketing as well as the annual Fashion Show and visual merchandising displays. |
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| 3 | Equipment | 11-000-512-1-130310 | $700.00 | $0.00 | ||
| Quartet Oval Office Fabric Bulletin Boards (6 ea.) | These boards are used in the fashion lab for sewing and pattern making to protect existing equipment and for additional work surfaces that require being pinned into. CONSIDER FOR PERKINS FUNDING: 1303.00-FASHION |
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| 4 | Fashion | Equipment | 11-000-512-1-061460 | 56411 | $11,725.00 | $0.00 |
| 18 Viking Opal 650 Sewing Machines (599.00 each) | Our sewing machines are 11 years old and have been repaired multiple times since they were purchased in 2009. The local repair shop has closed and the machines must be transported to Citrus Heights for repairs. |
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| 5 | Fashion | Personnel | 11-000-512-1-130310 | $0.00 | $720.00 | |
| Student Assistant - Clothing/Costume Construction | Supporting a Fashion student to work as an assistant in clothing/costume construction would have two benefits - Students in Fashion classes would have more individual attention, and success, and the Fashion student assistant would have a valuable experience assisting students, which would help to prepare them for a teaching career. |
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