1. Recreating “Recreational” Programs Kale Braden, Cosumnes River College Kim Harrell, Folsom Lake College Michelle Pilati, Futures Committee

2. Overview Why “recreation”? Prioritization –Demonstrating role of courses within the existing priorities –Within “recreational” offerings Education –Data collection –Messaging

3. Recreation What’s wrong with “recreational” offerings? What makes a course “recreation”? “Recreation” refers not to the nature of the course, but the reason it is being taken. Our dilemma – we know this, but…. How can we recreate “recreation” so that our courses and programs can withstand any and all scrutiny?

4. Prioritization We’ve been told to focus on? Where/how/when do “recreational” courses fit into these priorities? What should be done when courses do not “fit”?

5. Los Rios Approach Senate Issues –Credit programs & courses –CSERVE process development Union Issues –Faculty load –Contracting Out –Loss of LRCFT members to CSERVE District issues –District-wide activation of workload committees –Los Rios Board Requested papers to provide “Cocktail Ammunition”

6. Kinesiology - Think Like the LAO Curriculum review Collaborative streamlining Changed course titles Identified “red flag” courses Culled red flag courses

7. Kinesiology - Think Like the LAO Tied activity courses to degrees and certificates Physical Education > Kinesiology Plan to adopt Kinesiology TMC Submit proposal to ASCCC to add Kinesiology to the disciplines list

8. Enrollment Management Considerations Prioritize offerings tied to degrees & certs Ensure access at all sites and for 1 unit graduation requirement District coordination – scheduling critical offerings Ensure load

9. District-wide Fine & Performing Arts & P.E. Taskforce Impact on the local economy Los Rios Center for Excellence—data mining How does kinesiology drive the economy? Forget what the LAO says – what do the data say?

10. Kinesiology & Athletics 23,000 jobs supported in Sacramento area 1800 new jobs & 1500 replacement jobs 2010-2015 Employment Growth in the PE/Athletics Sector

11. Kinesiology & Athletics - $1.8 billion impact Industry Description 2008 Direct Impacts Industry Purchases Employee SpendingTotal $ Sports Teams, Racetracks, and Other Spectator Sports 164,264,73647,881,749124,638,298336,784,783 Promoters and Agents 118,176,88863,332,70058,446,744239,956,332 Golf Courses, Skiing Facilities, and Other Recreation Industries 502,383,269241,224,177159,434,915903,042,360 Fitness and recreational sports centers 183,704,86480,424,23679,632,246343,761,346 Total Impact $968,529,757432,862,862422,152,2031,823,544,822 1.Delivery of services 2.Purchases of support goods and services 3.Employee spending

12. FINE AND PERFORMING ARTS

13. Fine & Performing Arts Demonstrating that the courses are not “recreational” and arming yourself with data to Refute LAO anecdotes: –“Students just take these art classes for fun!” “Over 85% of all Los Rios Fine and Performing Arts Students are enrolled in Fine Arts and other transfer/basic skills classes!”

14. Arm yourself with Data “There is no practical outcome for taking arts classes” –“Over HALF of the Los Rios Fine and Performing Arts College programs include– Career Technical Education (CTE)– Programs that directly lead to jobs in the Sacramento Metro area!

15. Arm Yourself with Data The education requirements of the Fine and Performing Arts occupations range from long-term on-the-job training to a degree plus work experience. –Ten of the 23 occupations require long-term on-the-job training, nine require a bachelor’s or associate degree, three require a degree plus work experience, and only one requires work experience in a related field. 1 Twenty-three Fine and Performing occupations were identified in the Sacramento Region by their U.S. Bureau of Statistics Standard Occupational Classification codes (SOC). (U.S. Bureau of Statistics, 2010)

16. Arm yourself with Data The Fine and Performing Arts Sector supports over 25,000 jobs in the Sacramento Region. Artists represent 1.4% of the United States labor force –a larger group than the legal profession (lawyers, judges, and paralegals); medical doctors (physicians, surgeons, and dentists); or agricultural workers (farmers, ranchers, foresters, and fishers). 1 1 National Endowment for the Arts, 2005

17. Arm yourself with Data Economic Impact –The arts Sector generates $1.7 billion annually to the Sacramento Region –Supports more than 27,000 jobs –Los Rios’ spending alone has created 1,250 local, ongoing jobs.

18. Next step: The Arts Mean Transfer paper. Adoption of TMC curriculum in applicable different Fine/Performing arts areas Culling/renaming of “targeted” courses –“Theatre Games and Improvisation”

19. Take-home Messages Be proactive – review your curriculum with a critical eye. Ask the really hard questions. Decide what hills you really want to die on. Collect the data and make your case. Market your program.

20. Resources for your own ammunition Americans for the Arts. (2007). Arts and Economic Prosperity. Available from http://www.artsusa.org/ pdf/information_services/research/services/economic_i mpact/aepiii/national_report.pdf National Endowment for the Arts. (2005). Artists in the Workforce Executive Summary. Available from http://www.nea.gov/research/ArtistsInWorkforce.pdf National Governors’ Association. (2008). Arts and the Economy. Available from http://www.nga.org/Files/ pdf/ 0901ARTSANDECONOMY.pdf United States Bureau of Statistics. (2010). Standard Occupational Classification. Available from http://www.bls.gov/soc/