Unit: Music
Program: Music (BA, BMus)
Degree: Bachelor's
Date: Fri Oct 03, 2014 - 10:56:29 am

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. 1) Performance Skills. All students, regardless of career plans, should grow in musicianship during their time at UHM.  Performance skills encompass technical skill on an instrument or voice, ability to perform in an ensemble, confidence and stage presence, and perhaps most importantly, aesthetic judgment. Recognizing that each student brings a unique background of preparation and aptitude to college-level music study, the department chooses to emphasize improvement and growth rather than the attainment of a uniform technical standard.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)

2. 2) Basic Musicianship. The ability to hear, analyze, read, and write music is essential to musical study and the music profession. These skills fall under the general category of music theory and aural skills.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)

3. 3) Knowledge of Literature. Knowledge of music history is essential in connecting the music programs to the broad liberal background of the university as a whole.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)

4. 4) Cross-cultural appreciation and understanding of diverse musical traditions. Experiences in ethnomusicology develop attitudes and skills for engaging musical and cultural diversity. They relate directly to the University's commitment to educating for a multicultural and diverse community. They foster multiple intelligences in a cross-cultural setting.

(1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://www.hawaii.edu/uhmmusic/students/Student%20Learning%20Outcomes.pdf
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other: http://manoa.hawaii.edu/assessment/archive/pdf/2005/2005Music.pdf

3) Select one option:

Curriculum Map File(s) from 2014:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.


5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

No (skip to question 14)

6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Every student is assessed in their applied area each semester. They perform juried exams (Board exams) before a jury of music faculty. In these exams, they are evaluated on their performance, which is a representation of the synthesis of their applied study and coursework. Students are evaluated in each academic course through examination, assignments, and presentations, etc. Ensemble courses are evaluated through public performance. Each SLO is targeted in their respective areas, and all SLOs are represented each semester.

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

For SLO 1, Performance Skills, students are assessed at the end of each semester at the Board exam. This exam is a juried performance, evaluated by a panel of 3-4 faculty members. Every student that is registered for applied lessons (with the exception of students in a recital semester or in a holding number) is evaluated this way. Students enrolled in performance courses are also assessed in public performances each semester. These assessments help faculty to determine their potential for the performance field, versus other branches of music.

The Board Exams provide evidence of progress in the degree. Most students perform within the "A" range, which is expected in our field. Some students performed at the "B" level, which is considered low for our program. "C" or below is considered to be unacceptable.Students performing at high levels are advanced to the next level of study. For students performing at lower levels, the information is used to determine whether or not there should be a change in applied lesson time (30 min vs. 60 min), change in major instrument, or change in major. 

All other SLOs are assessed within the context of academic courses, so they are evaluated through traditional means such as exams, written assignments, and presentations.

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

Everyone enrolled in a music course submitted evidence that was evaluated unless they failed the course.

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

Our students are doing well. We have a small percent that change concentrations (e.g. BM in Performance to the more general BA in Music) based on assessment evidence- e.g. low board exam grade, poor public performance, poor performance in the theory or history areas, etc..

12) State how the program used the results or plans to use the results. Please be specific.

We use results as previously stated- to determine a student's potential in the field as it relates to a specific area. For example, a Bachelor of Music student must exhibit top musical and performance skills in order to prepare for a competitive career in performance. If students do not possess these types of skills or if there skills in this area do not significantly improve, we advise them to switch to the Bachelor of Arts degree. Similarly, if a BA student exhibits exceptional performance skills, we may advise a switch to the BM degree.

Students who excel in Theory or Music History courses gain important information about their potential success in these fields, which may help inform their graduate search or guide their career path in Music.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

Not at this time.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

Our SLOs are specifically crafted around the guidelines for NASM (National Association of Schools of Music), our national accreditors. It is our hope that assessing each student based on these criteria will tell us whether or not they are ready for the music field; and if so, how prepared and competitive they will be.