Unit: Music
Program: Music (MA, MMus)
Degree: Master's
Date: Fri Oct 03, 2014 - 12:56:08 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

Master of Music Degree

Students will be able to:

1. Demonstrate an advanced level of technical skill on an instrument or voice, an advanced ability to perform in an ensemble, advanced levels of confidence and stage presence, and aesthetic judgment at a professional level. (Performance Skills)

2. Demonstrate an acute ability to hear, analyze, read, and write music at an advanced level. (Advanced Musicianship and Theory)

3. Demonstrate an advanced knowledge of music literature.

4. Demonstrate advanced knowledge of research, scholarly reading comprehension and writing techniques.

Master of Arts in Musicology

Students will be able to:

1. Demonstrate an ability to assemble, study, and evaluate resources for research.

2. Demonstrate an ability to comprehend and synthesize advanced ideas in scholarly writing.

3. Generate advanced research on an original topic.

Master of Arts in Ethnomusicology

1) to provide the student with a strong background in the history and current issues of the field;

2) to instill understanding at a general level of musical genres and concepts about music from a representative selection of the world’s peoples as well as an in-depth understanding of one or two specific cultures;

3) to develop the bibliographic, musical and fieldwork/inter-personal skills necessary to produce successful research in the field, and

4) to train the student to apply effectively current methodologies and theoretical approaches to the study of world musics.

Master of Arts in Music Education
Graduate students pursuing the Master of Arts degree in music education will develop and expand their:
1. knowledge of the theoretical, historical, pedagogical, and psychological foundations of music teaching and learning.
2. skills and knowledge concerning the fundamentals of research in the field of music education.
3. general musicianship through the selection of elective coursework.

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

Department Website URL: http://www.hawaii.edu/uhmmusic/about/about.htm#SLO
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
Other:

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.

0%
1-50%
51-80%
81-99%
100%

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.)

Yes
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.

The SLOs in the MA and MM degree are designed to assess a student's potential for success in the field of professional music. Students are assessed through written and oral examinations and assignments, public performances, and juried performances. Results are used to assess both student and department (program) success. 

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.

MM students are primarily assessed regularly by their mentor and applied teacher, and they are also evaluated through public and juried performance. MA candidates are also carefully mentored and are assessed according to the SLOs- i.e. their ability to express and produce advanced levels of thought and research in their major field. 

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

Every graduate student submits work for evaluation and all graduate faculty associated with those students assess their work.

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)
Dean/Director
Other:

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)
Other:

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

MM students are proving to be very successful. We have a good rate of success for students being employed in the field, many even before they graduate.

In the MA, work is judged according to guidelines comparable to those for publication in professional journals or presentations at professional conferences. Usually the objects of assessment are a developed research papers, related presentations, and theses.

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

At the graduate level, we use assessment to try to predict the student's potential for employment or for an advanced degree. The information we gather helps us to better mentor them into an area of the field that will prove successful for them. Specifically, in the MA, work is judged according to guidelines comparable to those for publication in professional journals or presentations at professional conferences. Usually the objects of assessment are developed research papers, related presentations, and theses. Additionally, Diagnostic exam results provide assessment for basic competency. For example, in Musicology, Part III of the diagnostic exam (also known as the "area exam") tests for basic competency in research, scholarly literature, knowledge of repertoire, and writing. These exams are designed to help identify areas of weakness, which are typically addressed via exams or coursework.

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.

n/a

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.

Advanced Degree ILOs are currently being studied and revised. We hope to align/incorporate these into our department as soon as they are finalized.