CREATE CHANGE ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016

CREATE CHANGE ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 ACCD BOARD OF TRUSTEES APPROVED ANNUAL REVISION APRIL 19, 2012

1700 Lida Street, Pasadena, CA 91103 Phone 626.396.2200 Fax 626.795.0819 www.artcenter.edu V. 4.19.2012 2

CREATE CHANGE ART CENTER STRATEGIC PLAN 2011 2016 3 MISSION STATEMENT 5 THE THREE PILLARS 7 THE CONSERVATORY SPIRIT 13 CONVENING DIVERSE COMMUNITIES & DISCIPLINES 19 NEW SPACES FOR LEARNING 23 A VIABLE RESOURCE STRATEGY STRATEGIC PLAN UPDATE 2012 24 NEW INITIATIVES TO INCREASE ACCESS, AFFORDABILTY AND FINANCIAL STABILITY 26 NEW DEGREE AND NON-DEGREE PROGRAM APPROVAL AND IMPLEMENTATION PROCESS ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 1

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CREATE CHANGE Our Mission: LEARN TO CREATE. INFLUENCE CHANGE. What does a great art and design coege of the eary 21st century need to be? How can it best serve its students? Over the past year, the entire Art Center community students, facuty, staff, trustees and aumni have wrested with these questions. This document presents the resuts of this process and detais a five-year strategy to reaize a vision that is pertinent for our future whie honoring a distinguished and infuentia past. It is a strategy created by artists, designers and educators deepy committed to student earning and to the vaues embedded in our mission. The programs at Art Center Coege of Design are internationay renowned, highy respected and egendary for their rigor. Aumni variousy describe their student experiences as boot camp, medica schoo without the bood, and the hardest thing I ve ever done. Yet they speak of their ama mater with great affection and appreciation. Aumni consistenty recognize that Art Center prepared them we for a fu and meaningfu creative ife, for professiona success and for eadership roes in their chosen fieds. For more than 80 years, the Coege has exceed in providing its students with the deep knowedge and hands-on experience to master a singe area of speciaization. Art Center graduates have been distinguished by their expertise they know their discipine backward, forward and inside out. Speciaization was a crucia driver of progress in the 20th century; today it is no onger enough. Tomorrow s art and design eaders wi need to combine deep knowedge of a particuar fied with the breadth to pace it in context. They wi coaborate with speciaists from many other areas as we as with coeagues whose perspectives are shaped by radicay different experiences. They wi understand systems and cutura and poitica forces, wi tacke compex probems, and wi be thoughtfu about the ifecyces of their work and production. In preparing 21st-century eaders, Art Center recognizes the profound impact of technoogy on art and design on the ways we teach, what we teach and how we engage with each other. Likewise, we recognize the significant impact of diversity on our society. Changing demographics, the socia issues surrounding identities and equity, and the interconnectedness of our society both domesticay and gobay make diversity a critica component of Art Center s capacity to deveop the eaders necessary for a changing and puraistic society. Art Center offers an education both distinctive and distinguished. It provides a unique experience that we must preserve even as we move forward. In our panning, thinking, and in the execution of our mission, we must be as rigorous with ourseves as we have aways been with our students. Exceence comes from nothing ess. ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 3

GOVERNING VALUES & PRINCIPLES The visioning and subsequent strategic panning processes were guided by the essentia vaues and principes evident in our mission: DIVERSITY & INCLUSION ACADEMIC EXCELLENCE & ASSESSMENT ACCESS & AFFORDABILITY HUMAN-CENTERED EDUCATION & CITIZENSHIP PROFESSIONALISM & RESEARCH INNOVATION 4

THE THREE PILLARS We wi secure the Coege s continuing exceence by what we do next. We are shaping the future of Art Center on many fronts; however, we conceive our pan in terms of three piars that wi eevate a aspects of the Coege: The Conservatory Spirit Art Center s reputation is buit on the intensity of its degree programs, a of which depend upon the rigor and focus necessary to prepare students for professiona exceence and eadership. This approach has been and wi continue to be a centra defining characteristic of an Art Center education. Conservatory (a term typicay reserved for training in the performing arts but whoy appicabe to this Coege) means for us the offering of a dedicated pace for taented students to grow and thrive, an intense and practica career preparation under the guidance of an expert and professiona facuty, a curricuum of project-based earning, and a focus on socia and environmenta chaenges that provide a depth of purpose to our educationa offerings. Convening Diverse Communities & Discipines We view diversity of human enterprise, experience and identity as essentia eements of great earning, and our pan cas for poicies, practices and pedagogica deveopment in support of our beiefs. We draw strength from connecting individuas and communities, discipines and practices, professiona and critica discourse, history and theory, craft and science, technoogy and cuture, industry and education. Convening new diaogues is centra to the curricuum, the structures needed to support the community we hope to form, the outreach we hope to generate, the environment we hope to sustain, the access we hope to ensure for a deserving students, and the individuas we hope to recruit as professionas and vounteers. We recognize that open and incusive conversation must inform our identity as a deepy engaged heterogeneous community based on respect and coegiaity, communication and transparency, and sustainabiity and stewardship. New Spaces for Learning Art Center must provide the most advanced earning environment possibe through innovative, fexibe and effective deveopment of both physica and virtua spaces. Our pan cas for the design of new faciities and the appication of sustainabe practices that wi support an expansion of the Coege with eading-edge technoogies and new modes of practice. We seek to deepen student engagement in making and inteectua study, provide meaningfu co-curricuar experiences that support broad earning outcomes, stimuate refection and spontaneous diaogue, foster socia and civic responsibiities, and encourage ife-ong earning. We wi initiate new pedagogica modes through the use of technoogy that supports our goas for access and affordabiity and ensures that we enro and retain the most taented and diverse student body possibe. And we wi create innovative ive/work environments for our students to aid in recruitment of both internationa and younger students. This document reveas how we as a community have transformed these vaues into a pan. We have done so, moreover, with the foowing commitment: We support and sustain a civi and caring environment where a members of the campus community wi be prepared to make incusive and equitabe decisions that activey contribute to the vaues of the Coege. The spaces we create for earning and making and for concept and ski aim to be sustainabe in their faciities, adaptabe and robust in their curricuar and co-curricuar offerings, and designed aways in the service of creativity and inspiration. Our institution must deveop a cuture of evidence and inquiry by monitoring, assessing and improving a activities through measurabe indicators of achievement and progress. With the understanding that art and design both shape and define our goba cuture, we commit to a progressive and transformative education driven by socia and environmenta responsibiity, critica thinking and transdiscipinary study within an inteectuay and sociay diverse community. We aso understand that the abiity to meet this commitment depends in part on investing in facuty, infrastructure, technoogy and educationa resources necessary to advance earning, research and making to the highest eve of exceence. ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 5

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THE FIRST PILLAR THE CONSERVATORY SPIRIT As soon as they arrive, Art Center students dive deepy into their discipines. To gain admission, they have demonstrated proficiency in basic skis and expression of concepts. Many aso bring substantia educationa and ife experiences, raising the bar for a students. A year-round schedue simuates the pace and demands of a professiona work environment. Students choose Art Center for its rigorous, innovative and gobay reevant curricuum, knowing that their instructors wi chaenge them to appy their creativity to sove compex, rea-word probems, to participate in contemporary discourse about art and design, and to prepare for a ifetime of meaningfu creative work. Whether they come here to find their own voice and to hone their visua and anaytic skis, to prepare for careers in corporate or non-profit organizations, or to strengthen entrepreneuria competence, Art Center students are drawn to this unique conservatory spirit. Our undergraduates spend their first terms mastering their craft under the guidance of practicing artists and designers who are experts in their fieds, and of academic facuty who show how to reate their projects to broader issues and to other majors. As students gain experience, they appy their craft and inteectua skis in more advanced projectbased courses that often emerge from chaenges generated by outside partners, incuding rea-word deveopment situations through the innovative Design Matters program. Each new studio requires independent or team-based research and anaysis to understand context, address key issues and encourage innovation. With speciaized faciities and resources avaiabe to execute everything from arge-scae photography to video editing to rapid 3D prototyping of products and artworks, students from a discipines can make work that they coud previousy ony imagine. One ook at the student gaery demonstrates the creativity students bring to probem soving and the ski with which they reaize their vision. Over the past 80 years, Art Center has gained a reputation for exceence. Yet we have no wish to rest on our aures. Staying at the eading edge of art and design education is vita to our continued success. Since the very beginning, under the eadership of oru founder Tink Adams, Art Center has understood the power of connecting an arts education to professiona ife. Tomorrow s creative economies wi draw on emerging fieds to drive innovation and they wi require professiona artists and designers to synthesize new information and practices into their work. To that end, we are adding new graduate, undergraduate and pubic programs that anticipate the future trajectories of our practices, and, throughout the Coege, we are honing curricua and pedagogy to prepare students for eadership in the 21st century. Thinking. Making. Meaningfu and ethica entrepreneuriaism. The creativity needed to isoate and sove probems a constitute the conservatory spirit that has defined, and wi continue to define, great education at Art Center as the new century unfods. THEMES EXCELLENCE & RIGOR FACULTY DEVELOPMENT CURRICULAR EXPANSION NEW ACADEMIC PROGRAM OPPORTUNITIES ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 7

EXCELLENCE & RIGOR Art Center s continuing exceence depends on focused programs that maintain active diaogue with industries and organizations in their fieds; educationa systems that activey buid capacity for diversity and incusion within the curricuum and professiona practice; effective and current teaching practices deivered by a thriving professiona facuty; speciaized earning environments with eading-edge equipment and technoogy; a cuture that encourages experimentation and vaues ski in making; and an atmosphere that supports ife-ong earning and generates strong, diverse socia networks. Educationa Innovation 1.1. Estabish a physica and onine Student Learning Center that provides expert human support and sophisticated elearning systems to: assist sef-initiated earning; offer resources for casses; encourage coaboration; enhance socia networking; and provide instruction for new modes of digita practice and research. (v.2012) 1.2. Design additiona post-degree career mentoring and educationa resources for a undergraduate and graduate students and aumni to encourage continued earning and deveopment. 1.3. Advance the foowing: exceence and reevance by funding new programs; new approaches to deivering education such as ow-residency and distance earning; new and revised curricuum; new schedue and caendar modes, such as prep terms, intensives and aternative summer programs; opportunities for entrepreneurship and incubator abs for students and aumni; and expanded experimenta earning environments. (v.2012) 1.4. Prepare students for eadership in chosen fieds by increasing curricuar and co-curricuar support for earning emerging trends, strategic visioning, experimenta work, transdiscipinary modes of practice, coaboration, research, intercutura competence, and effective presentation and communication skis. 1.5. Create a Facuty Educationa Research & Deveopment Center to expore new pedagogies and technoogies for art and design education and to deveop appications in broader academic fieds. (v.2012) 1.6. Engage in a rigorous and outwardy directed art and design discourse by estabishing a print and digita Coege press and other pubishing opportunities. 1.7. Deveop new avenues, such as exhibitions, awards programs and onine gaeries, to increase the visibiity of student, facuty and staff creative work and to enrich campus ife. 1.8. Increase oca, nationa and internationa engagement with cuture, peer educationa institutions and industry. Assessment 1.9. Buid a cuture of evidence based upon reiabe, accurate aggregated and disaggregated data and assessment practice, utiizing reevant and appropriate research methodoogies, to assist in institutiona decision making. 1.10. Produce we-defined earning outcomes and best practices at the institutiona, departmenta and course eve, aigned with Art Center s mission. 1.11. Compete the current program-review cyce (and ensure impementation of future cyces) for a departments and programs undergraduate, graduate, pubic programs and administrative to: measure achievement of sef-stated goas/missions; report indicators for strengths and concerns; impement action pans and pans for growth; invove outside evauators; and fexiby adapt to current trends and reevance. 1.12. Deveop and impement for facuty and key staff members hoistic, 360-degree performance reviews that are substantive and data-based, that incude opportunities for growth or remedia action, and that are designed to improve the educationa offerings and operations of the Coege. FACULTY DEVELOPMENT Art Center cannot deiver a word-cass education without maintaining an exceent facuty. Providing institutiona eadership, deveopment opportunities and teaching toos are crucia to our future and to the recruitment and retention of facuty of the highest quaity. (v.2012) 2.1. Continue to support facuty and staff deveopment by providing opportunities to ensure the highest eve of educationa quaity, maintaining reevance and 8

competitiveness, particuary in areas of technoogy and new educationa strategies, and supporting good research practices as we as participation in conferences and symposia. (v.2012) 2.2. Deveop further capacity for research by facuty members and visiting schoars as it may aign with the mission of the Coege and, if appropriate, in coaboration with outside partners. (v.2012) 2.3. Improve teaching and earning by increasing facuty invovement in curricuum review and deveopment to ensure the currency and reevance of course content, earning outcomes, pedagogica approaches and educationa toos, incuding digita cassroom management. Adopt best practices, such as rubrics, assessment, portfoios and peer-based coaboration. (v.2012) 2.4. Improve facuty experience and engagement through onger-term contracts, enhanced support for ong-term, part-time facuty members and broader opportunities for institutiona service. CURRICULAR EXPANSION To ensure that Art Center programs maintain a eading edge within their fieds and connect to coective socia needs, the Coege wi enrich and strategicay expand its curricuum to incude new programs, tracks, minors, areas of concentration and additiona transdiscipinary opportunities. We wi seek partnerships with outside institutions that can provide expertise in fieds such as engineering, software deveopment, science, business, pubic poicy and education, and wi set up appropriate structures that wi spur curricuar and pedagogica innovation. We wi therefore: 3.1.3. Increase capacity for study abroad/study away initiatives so that every domestic and internationa student can have the opportunity for diverse, cutura immersion experiences during their course of study. (v.2012) 3.1.4. Continue to provide and improve the integration between studio practice and academic study. Coursework in the Humanities and Design Sciences department shoud both provide a rich exposure to ibera arts education and ensure effective and integrated earning. (v.2012) 3.2. Continue to deveop and support mutipe earning modes to support a more diverse student body. (v.2012) 3.2.1. Offer ow residency programs, non-degree certificates, and onine courses in order to engage a broader range of students and facuty. (v.2012) 3.2.2. Provide additiona opportunities within pubic programs to support the needs of recent high schoo graduates, internationa students and underrepresented communities to prepare them for more advanced study. Further deveop the reationship between Art Center at Night and the majors by providing additiona preparatory coursework and transfer credit opportunities for nondegree students seeking to matricuate into the degree programs and successfuy compete their studies. (v.2012) 3.1. Increase opportunities for transdiscipinary work and student choice across discipines. 3.1.1. Increase opportunities for eectives within seected majors to aow broad exposure and transdiscipinary practice whie maintaining the specificity and depth of study within the major. (v.2012) 3.1.2. Deveop areas of concentration or tracks in nonmajor areas such as: Designmatters; entrepreneurship; sustainabiity; design research; Coor, Materias and Trends (CMTEL); and the Humanities and Design Sciences. (v.2012) ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 9

In a cases, the foowing key steps wi be taken to estabish new programs: A new programs resident, onine and ow residency wi be considered in terms of how they affect the admission and retention of diverse groups of earners, and in their effectiveness for the teaching of art and design in a manner that is consistent with our mission. The process of proposing new, modified or changing programs wi incude a means for curricuar approva, adoption and impementation. New programs wi compement and integrate with estabished programs without diuting the Coege s brand, and wi aign with Art Center s mission, earning objectives, existing expertise and resources. New programs wi aso provide a competitive edge for the Coege, informed by research into emerging markets, business feasibiity and curricuar reevance. An interna program advocate wi manage the start-up and estabish curricuar pans by working with an advisory committee composed of facuty, staff and outside partners. See page 26 for 2012 Update 3.2.3. Provide fast-track structures, equitabe transfer poicies, and other approaches to accommodate transfer and career-transition students. 3.2.4. Continue to deveop project-based and researchbased executive education programs. 3.2.5. Increase opportunities for outside professionas to contribute to the Coege in the form of ectures, visiting feowships and short-term workshops. 3.2.6. Continue to deveop reationships between the Undergraduate and Graduate departments to create efficiencies in programming, find adjacencies between departments, and increase degree opportunities for students. (v.2012) 3.2.7. Continuay monitor admissions goas to ensure right-sized departments. Baance specific educationa needs for students in each department with the overa enroment goas of the Coege. Admission goas shoud aso refect specific retention and graduation rates in each department. In some cases, department size wi refect industry empoyment capacity. (v.2012) NEW ACADEMIC PROGRAM OPPORTUNITIES New educationa programs require research and panning for successfu impementation. Beow are a few exampes of possibe areas of study that have been articuated as part of this strategic panning process; others may be articuated in the future. 4.1. Proposed new graduate programs 4.1.1. MBA Design Strategy: Low residency. Create a jointdegree program in partnership with a university that has an estabished and respected business schoo. Students woud be business-focused with design strategy, deep research and schoarship as integrated components of the curricuum. The program woud aso benefit graduate and undergraduate design students who woud ike to coaborate with business students in project-based studios. 4.1.2. MA Design Theory/Criticism: Low residency. Become the West Coast focus for critica anaysis and writing about design, supported by robust onine and print pubications and other pedagogica and curricuar components: thesis, thematic projects, etc. The program woud aso be deepy engaged in a critica diaogue with the rest of the programs at Art Center that informs the entire institution. 10

4.1.3. MFA or MBA Advertising/Brand Design: Low residency. Extend the opportunities of Advertising Design into such areas as brand deveopment and new socia media strategies whie creating an opportunity for students who aready possess a BFA to continue their studies at the master s eve. 4.1.4. MS Transportation Design: Vehice Design/Systems: Resident program. Extend the opportunities in Transportation Design and Mobiity to the graduate eve through a muti-track program with partnerships and coaborations, aong with serious research requirements, in areas of computer science, appied engineering, materia science, business, sustainabiity, urban panning, pubic poicy and community engagement. This program wi appea to students who aready possess a BS in Industria Design or a reated fied and who woud prefer an MS to another bacheor s degree. A ow-residency track for professionas sponsored by their corporations or other outside partners is aso possibe. (Reaized: Fa 2012) 4.1.5. MS or MBA Design Futures: Low residency. Joint degree program with other reputabe universities offering MBA and graduate technoogy/engineering programs. Students woud study business, technoogy and strategic design with an emphasis on futures research and sustainabiity. Project-based studios woud offer topics on strategic panning, systems thinking, trend scanning and anaysis, and visuaizing future scenarios aong with MBAoriented topics such as management, marketing and entrepreneuria eadership as we as technoogy, communication, software/interface and sciences areas. Professiona opportunities for design futurists incude corporate, government, contract or non-profit positions as consutants, market researchers, strategic panners and business deveopers. 4.1.6. MS Environmenta Design: Spatia Experience/ Furniture & Fixtures: Resident program. Extend the opportunities in Environmenta Design in such areas as hospitaity, retai and exhibition design, and project management. This program wi appea to students who aready possess a BFA and woud prefer an MS or MFA to another bacheor s degree. (Reaized: Fa 2012) 4.2. Proposed new undergraduate programs 4.2.1. BS Interactive Design: Resident program that aso provides technoogy focus for other programs. An undergraduate degree in Interactive Design woud provide a foundation in the fied on topics such as usabiity, human/computer interface, experience design, information architecture, navigation, user interface, physica computing and socia networking. Students woud gain basic expertise in the range of media that encompass interactivity incuding web and mobie design, interface design, product design and environmenta design. Students woud then speciaize in a particuar medium for their fina terms. (Reaized: Fa 2012) 4.2.2. BS or Track in Digita Experience Design: Resident program that everages Entertainment Design, Graphic Design and Environmenta Design into an investigation of the space between the anaog and the digita. Students woud focus on the connection of themed environments with interface design, interactivity, socia media and gaming. 4.2.3. BFA in Creative Writing: Create an undergraduate degree program (perhaps in partnership with an educationa institution that has a respected, existing iterature program) to forge new connections between art/design and iterary imagining. This program aso woud benefit undergraduate students from other majors who are interested in forming new connections between image and word at the intersection of creative writing and new media. (v.2012) 4.2.4. Undergraduate/Graduate Fast Track Options: Three-year/two-year programs (BFA/MFA; BS/MS; BA/MA). Provides overapping of the baccaaureate and graduate degrees to aow students to gain two degrees in five years rather than six by panning the ast year of the baccaaureate to count toward the first year of a graduate program. Fast Track options woud require an aternate program of study and decaration of intent by the end of the fourth term with personaized student advising. 4.1.7. MFA Media Design Matters Track: Resident program. Expand the socia impact opportunities provided by the Designmatters program to a fu master s degree within the Media Design Program. (Reaized: Fa 2012) ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 11

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THE SECOND PILLAR CONVENING DIVERSE COMMUNITIES & DISCIPLINES Just as biodiversity contributes to heathy ecosystems, a diverse earning environment one that features a range of academic discipines, cutures, identities and socio-economic backgrounds is essentia to a robust coege community. Rich intercutura and transdiscipinary conversations provide a critica counterbaance to Art Center s highy focused conservatory spirit. These conversations strengthen educationa programs and contribute to thoughtfu eadership. We are home to a diverse community with common interests in art and design. By incuding our stakehoders in shared governance, we ensure the Coege s strong future. We are committed to buiding capacity for diversity and incusion for students, facuty, staff and trustees. Increasing the number of student schoarships is but one vita aspect of our efforts. Many famiies cannot afford the fu cost of higher education (fuy 80% of our students receive financia aid), and financia aid is often the deciding factor in choosing a coege. We seek to preserve and increase access to Art Center s programs by offering schoarships to taented students who coud not otherwise afford to attend. Doing so ensures that we can assist those students who wi benefit most from an Art Center education and who wi offer the most to their peers regardess of their financia resources. Our professiona facuty, as part of a community of earners, aso requires additiona resources to become better teachers. Facuty deveopment and retention, as we as recruitment of new facuty, are necessary to both invigorate existing programs and to deveop new ones. New facuty orientation, onine teaching toos, mentorships, support for research and other opportunities are needed to ensure ongoing educationa exceence. The cutura, professiona and inteectua discussions engaging our students are expanding. Since the 1930s, Art Center has served as a powerfu nexus of conversation connecting art, design and industry. The Coege-wide socia impact initiative, Designmatters, has extended the debate to incude pubic poicy, goba heathcare, sustainabe deveopment, socia entrepreneurship and reated issues of socia justice and equity. Now, based on our experience of buiding reationships with such business degree institutions as ESADE and IN- SEAD, we seek to convene further diaogues between, for exampe, creative practice and engineering or between science and urban panning. The resuting transdiscipinary context wi promote the reevance of art and design to a 21st-century society, with our students and aumni eading the way. A diverse coege community that encourages interdiscipinary diaogue produces the sophisticated thinkers, practitioners and citizens needed today. 21st-century business, non-profit and pubic sector eaders are breaking down sios and assembing crossfunctiona teams who together set priorities and direction. Armed with a broad understanding of their enterprise and its cutura, socia and poitica contexts, creative professionas wi pay an integra roe in defining strategy and infuencing change. THEMES INTERDISCIPLINARY PRACTICES & PARTNERSHIPS DIVERSITY & COMMUNITY SHARED GOVERNANCE ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 13

INTERDISCIPLINARY PRACTICES & PARTNERSHIPS Art Center wi integrate the eements and practices of heterogeneity and diversity into the curricuum, pedagogy, and co-curricuar programs to raise awareness, improve students abiity to contribute and thrive in a puraistic and interconnected goba society throughout their ives, and produce meaningfu and reevant art and design. This requires the Coege to anticipate and create cutting-edge industria and cutura practices and buid curricua that prepare students for emerging fieds and practices. The Coege aso seeks to expand opportunities for students to engage in meaningfu conversations with externa partners and communities who inform their practices. Designmatters, industry-sponsored projects and a strong aumni network provide infrastructure for partnerships that can be expanded to accommodate more and different kinds of coaborations. Heterogeneous Programs, Curricuum & Pedagogy 1.1. Expore issues of diversity through knowedge of cutures and human-centered design and imbed those issues in institutiona earning outcomes and departmenta curricua. 1.2. Deveop curricuum and foster educationa environments that address sociay saient issues and identities. 1.3. Continue to support a heterogeneous set of programs that refects a wide range of conceptua and pedagogica perspectives and approaches. 1.4. Increase incusion through staff and facuty deveopment, student orientation and first-year student experience programs; open diaogue and forums for discussion about current events; and further integrate community outreach programs, service-earning and cocurricuar activities into the curricuum. 1.5. Expand and improve facuty recruitment, initiate new poicies and incentives for fu- and part-time facuty searches and hires, and deveop muti-year contract opportunities to increase the retention of quaity facuty. (v.2012) 14

1.6. Deveop new programs and poicies for prospective students with undeveoped, high-potentia taent, such as pre-coege courses through the Coege s pubic programs, reasonabe unit transfer poicies, and a possibe preparatory term. Connect these programs and resources with outside communities to promote deeper engagement. New Discipinary Contexts 1.7. Create new contexts and intersections for our existing curricuum and pedagogy by convening practices such as business, engineering, pubic poicy and science within the Coege, and incude in the panning for the expansion of our Graduate Industria Design programs. 1.8. Encourage engagement among discipines by exporing the cross poination of fine art and design practices, and connecting existing cuture industries that empoy advanced digita toos and technoogies, such as fim, video and iustration. Engagement & Partnerships 1.9. Create additiona transdiscipinary opportunities for a members of the institution to engage in cutura experiences outside Art Center and depoy those experiences in projects, research or other activities. 1.10. Advance Art Center s courses of study by strengthening our historicay estabished outside partnerships with industry, incubator networks, NGOs, socia service and environmenta non-profit foundations, civic agencies and institutions, professiona societies and other educationa institutions. Deveop opportunities within oca communities for students, facuty and staff to engage in socia issues, be active citizens and deveop eadership skis. (v.2012) 1.11. Create a design and innovation incubator for student- and aumni-ed entrepreneurship programs, and provide interface opportunities for students, mentors, ega advisors and potentia investors. DIVERSITY & COMMUNITY Art Center embraces a diverse community of students, facuty, staff and trustees who refect our oca, nationa and goba context and wecomes groups that have historicay faced inequities in access, achievement and invovement. Sensitivity to cutura and earning differences is fundamenta to providing an incusive and safe environment that serves the needs of our whoe community and encourages respectfu communication, interaction and behavior. To benefit from and contribute to art and design education, Art Center must ensure an open and diverse institution that enabes enroment, empoyment and vounteer service opportunities for as broad a range of students, facuty, staff and trustees as possibe. Incusive Practices for Diversity & Representation 2.1. Aign empoyment and hiring practices with an institutiona commitment to the recruitment and retention of a highy-quaified and diverse facuty and staff. 2.2. Define goas and impement a pan for increasing both the enroment and retention of historicay underrepresented students. 2.3. Provide opportunities in diversity that integrate issues of incusion, differentiation, identity, historica inequities, respect and puraism into specific coursework and the curricuum as a whoe. 2.4. Mode the important roe that diversity pays in art and design exceence as we as in civic ife, and enabe students to successfuy navigate, infuence and participate in cuturay diverse communities and markets. 2.5. Deveop best practices and standards, such as ensuring a broad representation of cutures and perspectives in our community ethnicity, gender, age, experience, abiity, sexua orientation, etc. so that the trustees, senior eadership, staff, chairs and facuty both mode and support the vaues of diversity and incusion. (v.2012) 2.6. Estabish a campus-wide standing committee on diversity to provide strategic vision, to guide deveoping metrics and assessment practices to monitor progress at a eves of the institution, and to reguary review poicies and practices. ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 15

Student Success, Retention & Schoarship Support 2.7. Provide hepfu resources and support to students facing barriers to success and retention, such as academic advising, student-to-student and facuty-to-student mentoring, tutoring, orientation, pre-coege bridge courses, and improved ESL and eadership opportunities. (v.2012) 2.8. Increase accessibiity and affordabiity so that the student community directy refects a professiona and cutura communities oca, nationa and goba. 2.9. Provide competitive schoarship support for capabe and motivated students. Ensure that financia aid is one of the Coege s top fundraising priorities. 2.10. Improve the student experience through mentoring, career deveopment support, outreach, advising, time management, and heath and weness programs. (v.2012) 2.11. Buid organizationa and resource capacity to adequatey support and meet the co-curricuar, eadership deveopment, and socia and civic engagement needs for student success. Expand the roe of the Art Center Student Government (ACSG) in event and activities panning. (v.2012) 2.12. Deveop new modes of schoarship support that everage sponsored projects and research, schoarship and pubishing, internships and mentorships. (v.2012) Outreach & Marketing 2.13. Continuay improve communication of the institution s environment, programs, approaches and peope through the website, digita and print media, emerging new socia media patforms, pubic reations, events and programs. (v.2012) 2.14. Leverage our aumni as goba ambassadors for recruiting, mentoring and networking. (v.2012) 2.15. Communicate the vaue of art and design careers through pubic programs and degree programs outreach and information programs to underrepresented popuations in oca K-12 schoos and communities with a goa of increasing the diversity of our coege community. (v.2012) 2.16. Create mentor reationships with oca underrepresented popuations and ensure sufficient schoarship support to achieve successfu recruitment and retention. (v.2012) 16

SHARED GOVERNANCE The abiity to converse and to exchange ideas and information openy are centra to earning, engagement, and achievement. Shared governance at Art Center is the structured process of advice and recommendation of key stakehoders to support effective decision-making. The Coege recognizes that the President and designees, and the Board of Trustees, are utimatey responsibe for making the fina decisions on significant matters as an essentia aspect of their respective duties. Shared governance is the advisory process that informs those decisions. Exampes of shared governance processes incude committees or councis on Budget, Diversity and Incusion, Faciities and Technoogy, and Student Poicy. A Art Center poicies, organizationa structures, and marketing materia shoud refect the mission and genera goas of the Coege. (v.2012) Communication & Discourse 3.1. Create a cear and open communications network, incuding virtua and physica resources, hubs and spaces. 3.2. Create and maintain meaningfu and comprehensive orientation programs for a new students, facuty and staff members. 3.3. Systematicay assess and improve the effectiveness of outreach and marketing toos, websites, print, socia media, and efforts for recruiting, enroment and pubic access to information about the Coege. 3.4. Deveop robust and adaptabe digita and physica forums (incuding increased elearning resources and materias, portas, institutiona mobie apps) and socia spaces to nurture discourse and partnerships, inquiry and research, and earning and refection. (v.2012) 3.5. Create additiona opportunities for engagement across discipines and departments to encourage coaborative, transdiscipinary activities and socia experiences among students, facuty and staff members. 3.7. Ensure representation of affected Coege stakehoders on committees, councis, and other representative groups, in order to provide advice and recommendations pertaining to a significant decisions concerning Coege operations, academic matters, fisca issues, and campus panning. (v.2012) 3.8. Reaffirm the Coege s strong commitment to engage and buid upon the strengths, knowedge, skis and experience of the members of its community by broadening and formaizing vehices of shared governance and by exporing new forms of shared governance. Written charters wi be reviewed and, where necessary, deveoped for each of the Coege s standing committees, incuding Budget, Faciities and Technoogy, Diversity and Incusion, and Student Academic Poicy and constituent groups such as Facuty Counci, Chairs Counci, and Art Center Student Government. Such charters wi incude the roe of the committee within the Coege, its membership, responsibiities, processes, quaifications, eections, and terms and cadences of representatives. (v.2012) 3.9. Ensure reasonabe transparency in decision-making through frequent and open communications with the Coege community regarding the thinking, perspectives or rationaes of the decision-makers in order to continue to foster incusiveness, coaboration and trust. In the further spirit of transparency, the Coege s Board of Trustees wi continue to rey on the important contributions of constituent representatives who serve as non-voting members. The Coege wi aso continue to communicate and make readiy avaiabe to the interna community officia poicies adopted by the Board and administration. (v.2012) 3.10. Continue to deveop effective performance review processes for a staff, facuty and chairs that are fair and equitabe, provide for continuous improvement and advancement, and address hiring, status, retention, training, and staff deveopment and succession panning. (v.2012) Poicy & Organizationa Effectiveness 3.6. Engage in periodic systematic review of the poicies and practices within the Coege to ensure that they are appied equitaby and support institutiona vaues. ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 17

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THE THIRD PILLAR NEW SPACES FOR LEARNING Over the past 40 years, Art Center s enroment has grown from 750 to more than 1,600 students each term, with pubic programs adding up to an additiona 4,500 students annuay. The new undergraduate and graduate programs we are considering wi enrich the entire Art Center community and increase our overa size and scope. Thoughtfu eaboration of our degree programs wi keep us reevant as creative practices evove. Offering studies in emerging fieds requires an addition of facuty who, together with their students, wi expand the knowedge base of the Coege, strengthen interdiscipinary conversations and maintain standards of exceence. Whie these new programs are designed to be sef-supporting, they wi require additiona investment in faciities and technoogy. In particuar, the pan cas for severa initiatives for our renowned Industria Design programs that wi buid capacity for argescae work and prototyping necessary for cutting-edge education in this fied. Achieving these initiatives depends in arge part on the Coege having the kind of additiona physica space needed to reaize our educationa goas. In addition to physica space, the need for a virtua community for both our resident and future ow-resident student popuations is imperative. Investment in digita toos and workspaces wi enhance the way our students continue to earn in the decades to come. The urban industria neighborhood of our South Campus, ocated in Pasadena, offers rich possibiities for the kind of growth we seek. The Hiside Campus, on the other hand, with its steep topography, imited parking and residentia surroundings, presents imited opportunities for expansion. Our Ewood Buiding, moreover, now requires a thorough renovation to repace inefficient, outmoded systems and materias, and to improve seismic retrofitting. We wi take advantage of this renovation to reconfigure interior spaces to meet the needs of the new teaching and earning practices we envision; but even with those improvements, the Ewood buiding s 217,000 square-foot capacity is not enough space to meet current, et aone future, needs of our strategic pan. As of the writing of this pan, Art Center is poised to expand South Campus through the purchase of an adjacent 2.4-acre property on Raymond Avenue (purchased in 2012). This acquisition wi aow the Coege to create two centers, each optimized for the particuar needs of artists, fimmakers and designers, yet fostering new coaborations among discipines. This expansion aso incudes opportunities to strengthen our engagement with diverse communities because of the proximity of pubic transportation to South Campus and the growing demand for Art Center s pubic programs. Finay, Art Center wi have the physica space to create innovative ive/work environments for our students, a resource we currenty cannot offer that often impedes recruitment of both internationa and younger students. Live/work spaces extend our project-based pedagogy by providing additiona opportunities for student interaction,engagement and earning. THEMES ONE COLLEGE THREE CENTERS RENOVATION, REMODELING, EXPANSION INNOVATION & NEW MODES OF LEARNING COMMUNITIES FOR LEARNING & DEVELOPMENT TRANSDISCIPLINARY PRACTICES OPERATIONS, SAFETY, ENVIRONMENTAL STEWARDSHIP, HEALTH & WELLNESS ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 19

ONE COLLEGE THREE CENTERS We ook to a future of one Coege with three centers two physica (Hiside and an expanded South Campus) and one virtua. The atter is a meaningfu part of the transformation we envision because it extends earning through distance and bended educationa modes, through socia networks, new modes of research and information access, and an engagement with a diverse, off-site community of earners. Our physica campuses and the distribution of our academic programs and administrative offices wi be a product of our academic master pan. It is a pan that wi be a product of a comprehensive study of community users, facuty, staff and students. (v.2012) Expanding South Campus wi transform it from a sateite operation to a vibrant center of activity whie affording space to accommodate growth of programs and enroment. Its industria buidings offer the Coege an opportunity to provide students with faciities for argescae fabrication a critica need in severa departments incuding the Transportation and Environmenta Design programs, which must move beyond making modes to buiding fu-size working prototypes to maintain eadership in their fieds. Adding services, incuding, virtua connectivity, a café, a shutte system between campuses and ong-awaited student housing, wi enhance our students coege experience. A fuy reaized South Campus wi reieve crowding at Hiside Campus, provide a more sustainabe coege operation through easy access to pubic transportation, offer surge space whie improvements to the Ewood Buiding are being made, aow each campus to form a speciaized identity and provide experiences that compement and enhance each one s offerings. To promote achievement of the highest eve of academic exceence, quaity of experience and efficiency of means, and to support a thriving community where students, facuty and staff members can engage and earn in an integrated, technoogicay-advanced environment, Art Center wi: 1.1. Pan and impement a compete and sustainabe remode of the space, technoogy and onine infrastructure of the Hiside Campus. 1.2. Pan and impement a sustainabe expansion and spatia/circuation connection of the South Campus (incuding the 870 S. Raymond property) where students 20

can engage, earn and ive (in residentia housing when reaized) in a series of faciities that integrates socia and educationa experiences. (v.2012) 1.3. Impement systems and procedures to fuy integrate the two physica campuses into one Coege with two centers incuding an effective communication strategy, and an efficient Art Center shutte system integrated with pubic transit to connect the campuses that increases opportunities for aternative modes of transportation, fosters environmenta responsibiity and creates greater capacity for community engagement outside of the cassroom. (v.2012) 1.4. Pan and impement improved scheduing of cassrooms, working hours and operations so that a constituents effectivey and efficienty share faciities. 1.5. Deveop a strategy for the ocation of administrative and service offices that encourages transparency, engagement and the fu provision of services where they are needed. RENOVATION, REMODELING, EXPANSION A muti-year program of restoration, remodeing and expansion wi enhance Art Center s faciities to provide safe, modern, sustainabe and appropriate spaces for teaching, earning and making. The renewed physica pant wi position the Coege for a new era of educationa exceence. INNOVATION & NEW MODES OF LEARNING Art Center is deveoping onine education programs and toos to expand and support our curricuum and encourage new modes of earning, such as elearning, hardware sketching and sef-directed earning. These innovations wi require faciities and technoogies to thrive. Therefore, we wi: 3.1. Create and staff a new Student Learning Center with both physica and onine resources. (v.2012) 3.2. Faciitate earning innovation with new kinds of workspaces and support staff, such as a sewing ab, an eectronics/interactive shop and support for DIY (do-ityoursef) sketching in eectronics and hardware. 3.3. Buid a more substantia physica and technoogica infrastructure to support elearning, incuding distanceearning capabiity, production studios and staff for the creation of digita earning materias. (v.2012) 3.4. Create additiona resources to support facuty-ed research and support for new pedagogica approaches, earning technoogies and facuty deveopment. (v.2012) 3.5. Expand our capabiities in coor, materias and trends by moving forward with CMTEL 2.0. 2.1. Renovate the historic Ewood buiding and infrastructure to enhance earthquake safety, modernize systems and increase sustainabiity whie preserving the buiding. 2.2. Enhance physica and virtua onine capacity for a arger and more diverse student body. (v.2012) 2.3. Continue to ensure fexibe and efficient space for the highest quaity of education. (v.2012) 2.4. Invest more rigorousy in contemporary and emerging art and design methodoogies, such as argescae prototyping and fabrication, digita making, arge environments and sustainabe practices. (v.2012) 2.5. Continue to create mutipurpose cassrooms and studios to accommodate different and changing spatia, technoogica, earning and presentation requirements. (v.2012) ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 21

COMMUNITIES FOR LEARNING & DEVELOPMENT The Coege is exporing ways to gather and expand shared spaces where students and facuty can engage in earning and making, coaborate, communicate, innovate and participate in governance as we as earn to work effectivey with others in both physica and virtua spaces. In addition, students need more dedicated space where they can deveop their work and themseves outside of casses whie earning from one another. 4.1. Deveop faciities that specificay address the needs of different communities of teachers and earners. 4.2. Design and deveop fexibe studio spaces that support facuty and student coaboration. 4.3. Enhance the upper term undergraduate experience by providing assigned studio space and support for making, peer earning and coaboration as students deveop their fina projects. 4.4. Deveop a more hoistic community to provide highy fexibe educationa experiences and to more fuy integrate physica and virtua resources (incuding student housing) to benefit our recruitment and retention strategies. (v.2012) 4.5. Deveop additiona physica and virtua onine exhibition spaces for student, facuty and aumni work to showcase taent, achievement and encourage diaogue. 4.6. Engage students and the externa community with a more robust virtua onine presence. TRANSDISCIPLINARY PRACTICES The transdiscipinary approaches to teaching and earning described under Convening Diverse Communities & Discipines wi require fexibe spaces and new dedicated faciities and equipment to accommodate a wide variety of coaborative practices. To this end, we wi: 5.1. Create unprogrammed, transformabe physica and virtua spaces to foster innovative teaching practices. 5.2. Create communa interdiscipinary and co-curricuar spaces to extend teaching and earning outside of the cassroom and studio. 5.3. Continue to create state-of-the-art presentation spaces to encourage earning and professiona deveopment among majors, discipines and departments. (v.2012) 5.4. Deveop additiona meeting space for facuty to faciitate individua conferences with students and to encourage coaboration and partnerships across discipines. (v.2012) OPERATIONS, SAFETY, ENVIRONMENTAL STEWARDSHIP, HEALTH & WELLNESS Both of Art Center s campuses, Hiside and South, wi continue to be safe, heathfu and optima for earning by a members of the community. To ensure that their operations and infrastructure mode best practices in sustainabiity and human-centered design, we wi: 6.1. Create a more integrated system of campus, cass, work and operating schedues to faciitate fuer engagement among a constituents of the Coege. (v.2012) 6.2. Continue to ensure a safe and heathfu environment for the community by providing security, improved ighting, temperature and acoustic contros, coherent way finding, accessibiity, persona hygiene faciities and an affordabe, heathfu food service. (v.2012) 6.3. Increase weness and recreationa spaces and programs to ensure menta and physica heath for a students, facuty and staff members. (Fu-time menta heath staff member hired in 2012.) 6.4. Manage and optimize the reationship between energy usage and environmenta stewardship. Recognize and communicate environmenta stewardship in the curricuum and by operationa exampe. 6.5. Reaffirm our strong commitment to energy efficiency in operations, incuding use of renewabe energy resources, efficient transportation options, and a goa of carbon neutra operations. (v.2012) 6.6. Impement best practices reated to materia and waste management by adopting a zero-waste poicy. 22

A VIABLE RESOURCE STRATEGY Our ambitions wi require resources, and our five-year business pan cas for the foowing: SOURCES OF FUNDS An enroment growth strategy through new programs ( on-the-ground and owresidency ); The purchase of new property to accommodate growth and current academic needs; A comprehensive remode of the Ewood buiding and expansion of South Campus as a Coege with Three Centers; The deveopment of student housing (ive/work); The attainment of working capita through phianthropy, unused operating contingency, operating surpus and reserves (see sources of funds at right); The acquisition of debt through bond issue to fund bricks and mortar (repaid over time through fundraising campaigns); The aunching of a major comprehensive fundraising campaign (schoarships, facuty deveopment, program deveopment, bricks and mortar, technoogy, endowment); Strategic investment in fundraising infrastructure and personne to ensure major improvement in ongoing operating support through phianthropy. PHILANTHROPY REALLOCATION OF CURRENT OPERATING EXPENSES TO FUND NEW PRIORITIES INCREASED REVENUE THROUGH ENROLLMENT GROWTH UNUSED OPERATING BUDGET CONTINGENCY AND SURPLUSES RESERVES DEBT USES OF FUNDS SCHOLARSHIPS FACULTY RECRUITMENT, RETENTION AND DEVELOPMENT WORKING CAPITAL (TO LAUNCH NEW INITIATIVES AND PROGRAMS) BRICKS AND MORTAR (ALL CAMPUSES) TECHNOLOGY (BOTH CAMPUSES) ENDOWMENT ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 23

STRATEGIC PLAN UPDATE 2012 NEW INITIATIVES TO INCREASE ACCESS, AFFORDABILITY AND FINANCIAL SUSTAINABILITY Art Center has seen steadiy increasing enroment in recent years of strong, taented students. However, in the same way that one diversifies an investment portfoio to reduce risk and maximize return, so must the Coege be mindfu of over-reiance on any narrow segment of the student popuation. Ony twenty percent of Art Center students can afford to pay tuition without assistance. Our students overwhemingy rey on student oans to finance their educations. When credit markets tighten, as they did in 2008, the borrowing power of students and their famiies decreases. Today, inabiity to obtain oans is the most frequent reason quaified prospective students decide not to come to Art Center. In conducting the first annua review of Create Change: Art Center s Strategic Pan (2011-2016), we have the opportunity to shape initiatives that wi hep transform the underying economics of attending Art Center and ensure broad access to our distinctive programs. Recognizing that many prospective students require assistance first to buid the speciaized portfoios necessary for admission and then to afford an Art Center education, we propose four new initiatives for increasing access to preparation for our highy focused degree programs, depoying creative recruitment strategies in new and diverse markets, growing schoarship support, and beginning a fundamenta shift away from tuition dependence and toward a cuture of phianthropy. 1. Increasing Pubic Program Schoarships. Our admissions standards are high, and are more prescribed that at any other art coege. To gain admission and receive priority for schoarship, appicants need a strong portfoio in their area of intended study. Pubic secondary education rarey provides the eve of preparation necessary for our degree programs. Art Center s tuition-based Pubic Programs do. To ensure broad access, we seek to increase donor-funded schoarship support for oca students to attend Saturday High and Art Center at Night. 2. Deveoping Career and Portfoio Preparation through Onine Access. For individuas who cannot access our Pubic Programs casses, onine instruction can provide preparation for our degree programs. Portfoio workshops, introductory casses and career seminars onine woud open up Art Center to a new word of prospective students and revoutionize the way we recruit. The foowing onine offerings to prepare students for admission constitute a new, goba recruitment mode: Continue and further deveop current onine recruitment programs that feature admissions, financia aid, and departmenta presentations to students throughout the word; Launch onine ski-specific or department-specific preparatory workshops and offer prospective students introductory workshops at no charge; and 24

Deveop more intensive, tuition-based onine courses through Pubic Programs and offer schoarship support for participants with need. 3. Decreasing Student Indebtedness through Schoarship. Our graduates who take out student oans eave Art Center with significant debt ($97,000 on average). Our track record of graduate empoyment is exceent; however, this is an aarming debt burden for a young professiona to service. As federa and state financia aid resources shrink and threaten to decine further, those with the east abiity to pay for coege wi be most affected. The growing gap between avaiabe resources and the cost of education may encourage borrowing and further escaate student indebtedness. At the same time, tight credit markets are shutting out students with the most need. For ethica as we as practica reasons, Art Center must decrease its reiance on student oans. The best way to reduce dependence on oans is to increase schoarship support for students. We wi accompish this by: Maintaining discount rate of 14% for tuition-derived financia aid. Art Center has managed its tuition discounting process prudenty, avoiding the negative impact on educationa resources that has pagued many educationa institutions. Increasing effective tuition discount rate through schoarship funds. The overa tuition discount students receive wi be increased by growing donor-funded schoarships. Increasing the avaiabiity of schoarship funds can fundamentay transform the Coege. Using payout from quasi-endowment for schoarship. To jump-start our effort to increase the effective tuition discount rate through schoarship growth, we wi invest a portion of the Coege s cash reserves as Board-designated quasi-endowment. Payout from these funds wi be designated for schoarship. 4. Evoution from Tuition-Dependency. During the five-year period of this Strategic Pan, we can initiate the ong-term process of reducing the Coege's dependence (currenty 90 percent) on tuition through deveopment of aternative revenue streams, increased fundraising efforts and endowment growth. Educationa ventures and partnerships, incuding sponsored projects, DesignStorms, funded research, goba academic partnerships, pop-up and sateite studios, entrepreneuria incubators and executive education programs, can be designed to provide aternative revenue streams. An ambitious comprehensive campaign wi seek annua support for schoarships and programs, capita gifts for expansion and renovation, and endowed investments to grow the Coege s permanent assets. The Coege s investment in Deveopment & Externa Affairs staff and programs, the active invovement of stakehoders and vounteers in cutivating gifts, and the growth of Art Center s donor community wi increase its overa capacity for fundraising during and beyond the campaign period. Growing Art Center s endowment wi increase annua payout that can be anticipated and incuded in the annua operating budget. As the proportion of endowment payout to tuition revenue rises, the Coege repaces an unreiabe term-by-term dependence on tuition with reiance on a stabe endowment payout. ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 25

STRATEGIC PLAN UPDATE 2012 NEW DEGREE AND NON-DEGREE PROGRAM APPROVAL AND IMPLEMENTATION PROCESS In a cases, the foowing key steps wi be taken to estabish new programs: A new programs resident, onine and ow residency wi be considered in terms of how they affect the admission and retention of diverse groups of earners, and in their effectiveness for the teaching of art and design in a manner that is consistent with our mission. The process of proposing new, modified or changing programs wi incude a means for curricuar approva, adoption and impementation (see process to the right). New programs wi compement and integrate with estabished programs without diuting the Coege s brand, and wi aign with Art Center s mission, earning objectives, existing expertise and resources. New programs wi aso provide a competitive edge for the Coege, informed by research into emerging markets, business feasibiity and curricuar reevance. An interna program advocate wi manage the start-up and estabish curricuar pans by working with an advisory committee composed of facuty, staff and outside partners. 26

1. New program proposa submitted to the appropriate Chair(s) or Provost 1.1. Chair(s), Facuty, President and/or others can submit an Initia Proposa for a new program; if accepted Chair or Provost becomes Program Sponsor. 1.2. The Initia Proposa incudes the foowing: 24 months to aunch 1.2.1. Program Description, incuding Mission, draft Learning Outcomes and Core Competencies 1.2.2. Pedagogica Mode (fu-time, ow res, onine, hybrid, etc.) 1.2.3. Initia Market Research (other institutions, or new mode, student profie, etc.) 1.2.4. Review of how the new program fits with: other departments; overa educationa cuture; Strategic Pan; ACCD brand, etc. 1.3. Proposas rejected by Chair may be appeaed to Provost. If Provost accepts proposa, she/he becomes the program sponsor. 2. Advisory Committee created (approved by the Provost) 2.1. Facuty member or Chair is appointed Program Advocate. This person may be the same as the Sponsor, or a person designated by the Chair or Provost. 2.2. An Advisory Committee ead by the Program Advocate and comprised of facuty, staff and outside partners with speciaization in the program area prepares a Fina Program Proposa with the foowing: 23 months to unch 3-4 month process 2.2.1. Fina Program Description, Mission, Pedagogica Mode 2.2.2. Proposed new or shared facuty by competency (not individuas) 2.2.3. Compete Program Learning Outcomes (with Chair or Provost) 2.2.4. Curricuum Pan (with Chair or Provost) 2.2.5. Admissions Requirements, incuding: Portfoio, Essay and Interview 2.2.6. Recruitment Opportunities and Concerns (with Admissions) 2.2.7. Feasibiity Study (with Provost assistance) incuding: Fina Market Research, Institutiona Capacity; Faciities and Technoogy needs; Scae and Scope; and preiminary budget (with Provost and others) 2.3. Deveop Marketing and Recruitment Pan 3. NASAD and WASC contacted to determine if Sub Change or Pan Approva is necessary 20 months to aunch 4. Fina draft Program presented to the Chairs, Facuty Counci, Provost and President 20 months to aunch 4.1. Provost consuts with Chairs, Facuty Counci and the President, who, after approving, submits to the Academic Affairs Committee and/or Executive Committee of the Board of Trustees for fina approva 4.2. Begin Marketing and Recruitment; Recruitment begins 5. Business Pan updated, funds for new program aocated 18 months to aunch 6. Impementation 6.1. Identify Chair, Director or begin Chair search 6.2. Begin Marketing and Recruitment 6.3. Submit Pan Approva to NASAD and/or Sub Change to WASC/NASAD 6.4 Interna set-up for new majors by Enroment Services and Admissions, incuding coding and curricua appication forms 18 months to aunch 7. Additiona Facuty searches and hires (if necessary) 12-9 months 8. New students appications reviewed and accepted 9-6 months 9. Program Launch ART CENTER COLLEGE OF DESIGN STRATEGIC PLAN 2011 2016 27

CREATE CHANGE In this strategic pan, Art Center Coege of Design presents what it wi become through the shared vision and dedication of our facuty, staff, trustees, students and aumni. These initiatives and resoutions wi position us to shape and define cuture, to encourage reevance and socia responsibiity in art and design, to prepare graduates for eadership in an increasingy puraistic society, and to advance earning, research and making at Art Center to the highest eve of exceence. We embark on this journey from a position of strength, recognizing that cose attention to a aspects of our institution and our work within it wi be necessary as we move forward. We wi advance our mission by investing in a diverse community of students, facuty and staff, infrastructure, technoogy and educationa resources, both physica and virtua. Our coective efforts, together with support from our partners and advocates, wi make Art Center the eading coege of art and design for the 21st century. 1700 Lida Street, Pasadena, CA 91103 Phone 626.396.2200 Fax 626.795.0819 www.artcenter.edu V. 4.19.2012 2