Program: Dance (BA), Dance Theatre (BFA)
Degree: Bachelor's
Date: Fri Oct 16, 2009 - 12:36:59 pm
1) List your program's student learning outcomes (SLOs).
BA DANCE -Student Learning Outcomes:
Upon completion of the BFA degree students should have gained, developed and refined essential knowledge, skills and experiences necessary to successfully reach the following learning outcomes
Dance Technique
SLO 1: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions
Performance
SLO 2: ability to effectively engage in the rehearsal process and demonstrate intended stylistic nuances, technically accuracy, musicality and creative intent in dance performance.
Kinesiology / Laban
SLO 3: ability to understand, embody, analyze and communicate structural details of movement
History / Distinction in World Cultures
SLO 4: understanding theoretical, conceptual and or historical aspects of dance
Literacy
SLO 5: Effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance concepts and related topics.
BFA DANCE -Student Learning Outcomes:
Upon completion of the BFA degree students should have gained, developed and refined essential knowledge, skills and experiences necessary to successfully reach the following learning outcomes.
Technique
SLO 1: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions
Performance
SLO 2: ability to effectively engage in the rehearsal process and demonstrate intended stylistic nuances, technical accuracy, musicality and creative intent of dance performance pieces
Choreography
SLO 3: ability to create original work that effectively communicates creative intent and demonstrates clear understanding of choreographic tools and production elements
Kinesiology / Laban
SLO 4: ability to understand, embody, analyze and communicate structural details of movement
History
SLO 5: understanding theoretical, conceptual and or historical aspects of dance
Literacy
SLO 6: Effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance concepts and related topics.
2) Where are your program's SLOs published?
Department Website URL: http://www2.hawaii.edu/~uhmdance/
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: Other: 3) Upload your program's current curriculum map(s) as a PDF.
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
0% 1-50% 51-80%
81-99% 100%5) State the SLO(s) that was Assessed, Targeted, or Studied
All BFA SLOs (refer to question 1)
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
To what degree are students achieving desired degree learning outcomes?
7) State the Type(s) of Evidence Gathered
1. On-Line Assessment Survey
Dance faculty completed an online assessment survey that evaluated individual student progress towards each degree SLO. The survey was created through surveymonkey.com. Each survey includes pop down windows where faculty selects individual students, academic year and term. The survey lists each SLO with a correlating rating scale of “needs growth, improving, satisfactory and excellent.” An N/A (not applicable) option is available in each category for instances where faculty members feel they have limited to no knowledge of a students progress towards a particular SLO. Surveys are analyzed through several filters to provide holistic and individual student results. (see sample survey page below)
2. BFA Assessment/Audition Class
This assessment activity specifically targets SLO 1. All BFA students are required to re-audition each year to maintain their BFA status. The audition is in the form of a technique class where faculty members co-teach movement exercises in ballet, modern and improvisation. All faculty members observe the class to assess the level of kinesthetic proficiency of the existing and entering BFA students. Following the class faculty share their assessments of individual students and identify those that are not progressing toward the degree outcomes at the rate and level deemed acceptable. Students are notified of audition results and faculty assessment of individual students is disseminated through the undergraduate advisor.
3. BFA Senior Capstone Project
Students in their final year of the BFA degree program complete a senior project. The senior project involves creating an original choreographic group work that is publicly performed. The senior must develop their ideas with a faculty mentor, audition dancers, hold regular rehearsals, invite faculty to view the “work in progress”, audition the completed piece for faculty approval and lastly organize the performance/production of their work. The senior project has been an ongoing activity of the BFA Dance degree; however during this assessment period attention was placed on how the senior project demonstrates proficiency of SLO 2 and 3, and potentially other SLOs depending on the theme of the individual project. For example a project may have a historical focus (SLO 5) or Asian dance form influence (SLO 1). After the audition, faculty gave individual feedback through email or face-to-face meetings to each senior. Seniors used faculty feedback to revise their projects before they were performed publicly. A “talk back” session was held during the public performances where audience members, who included other UHM faculty and community dance leaders, remained after the performance to ask the student choreographers questions about their creative work.
4. Senior Portfolios
The senior portfolio has been an integral part of the BFA curriculum for a number of years. With recent revisions to degree SLOs the dance faculty realized the need to also revise portfolio requirements to make them more closely align. Along with better alignment to SLOs the faculty also wanted to a find ways to make the portfolio more meaningful for students and applicable for career placement. Portfolios are submitted eight weeks into the students final semester.
5. Exit interview:
Exit interviews with graduating students and full faculty occur during finals week of each semester. Students present portfolios and reflect on their creative and academic experiences throughout the program. During this academic year faculty targeted questions around degree SLOs. Having an opportunity for faculty and students to dialogue specifically about the relevance of the SLOs provided faculty with invaluable feedback. Feedback in relation to how well the students felt they achieved desired degree outcomes and what might better support their learning experiences.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
1. On-Line Survey:
The data from the online survey was categorized through several filters, allowing the data to be grouped for overall program assessment and individualized for individual student assessment. The professional program on Survey Monkey allowed us to select how we wanted the data analyzed or create our own data analysis filter. All dance faculty members were given the results of the survey. Students will be given a report on their individual progress towards each SLO.
2. BFA Assessment/Audition Class
All dance faculty members attended and noted their evaluation of each student’s kinesthetic proficiency. Immediately following the class the faculty debriefed regarding their observations and voted on each student’s BFA status. Results of the vote were posted for student viewing. The undergraduate dance advisor shared individual faculty comments with students.
3. Senior Capstone Project
All dance faculty members evaluate senior projects. Benchmark evaluations occur throughout the senior’s process in order to provide the opportunity for revision and refinement. The senior’s faculty advisor facilitates the process of giving faculty feedback and ensuring appropriate progress is being made. The final evidence of the senior project is evaluated by designated criteria in the degree handbook, accomplishment of initial project goals laid out with advisor and faculty discussion.
4. Senior Portfolio
As stated in the catalog senior portfolios must be turned in eight weeks into the student’s final semester to allow time for faculty review. Required in the portfolio is a written assessment of the student’s tenure at UH Manoa. Reviewing of the portfolio is part of what generates questions for the exit interview. Final portfolios are turned in to the department chair. Portfolio evidence provides documentation of not only individual student growth, but a linear systemic view of program progression. The portfolio is central in providing evidence of student achievement of desired SLOs.
5. Exit Interviews
Evidence from exit interviews is in the form of notes taken by the department chair as well as a formal anonymous exit survey. Students are given an opportunity to suggest how the program curriculum might be improved to increase overall effectiveness. Student testimonials gathered from the exit interview/survey is invaluable feedback for making decisions about curricular priorities and revisions.
9) State How Many Pieces of Evidence Were Collected
35 on-line surveys were submitted, 7 student portfolios were presented and collected, 4 senior capstone projects were publicly performed and documented with DVD and 4 audition results were posted and recorded.
Sample page from on-line survey:
10) Summarize the Actual Results
The online survey provided us with results from several areas: 1. How similarly or differently faculty members are assessing student progress. 2. How our students on a whole are rating high and or low in each SLO area. 3. How individual students are doing in relation to each SLO. 4. A means to provide students with a semesterly progress report. A particular insight gained from the survey was that students are excelling more in creative performance areas than in written and oral communication skills, therefore making it important to look at how our curriculum can increase opportunities for developing literacy skills. The audition class revealed and or reinforced the evident impact movement fundamentals, kinesiology and notation have on students level of kinesthetic proficiency. Senior capstone projects revealed that though students successfully completed courses in composition, technique, production, etc. they were not all successfully synthesizing their knowledge and experiences. Discussions have begun over how to help students’ better transfer and integrate their learning into their own creative works. The senior portfolios revealed a need to revisit portfolio requirements to better unify what is being submitted particularly with written assessment component. Exit interviews and surveys indicated students desire to have more dance technique and Asain/Pacific dance opportunities. This suggestion has become an ongoing theme in student responses that the faculty is continually trying to address.
Example of Survey Results:
11) Briefly Describe the Distribution and Discussion of Results
The dance faculty as a whole participated in all assessment activities listed above, with a single faculty member leading each different assessment. Results of assessment activities were reviewed by faculty members at formal program meetings, through email discussions and debriefings that immediately followed particular assessment activities such as the BFA audition and senior project showings. Assessment discussions centered on the evident areas of strength and weakness in our student outcomes. Often immediate action was put into place to address an area of weaknesses for an individual student. Action in the form of designating a faculty member to mentor the student, informing student of specific resources and opportunities to better support their program achievement and sharing all faculty comments directly with the student. Other assessment activities as with the on-line survey and portfolio involve longer faculty discussions to determine if revisions to degree curriculum and priorities need to be made.
Results of assessment activities are distributed to program faculty, students and publicly through performance events. The program assessment coordinator also generates an annual assessment report for university and general public access.
12) Describe Conclusions and Discoveries
The on-line assessment survey proves to be another useful tool in assessing student progress towards achieving degree SLOs, however there are many variables that impact the survey results that need to be addressed before future implementation. Variables such as students not taking courses in the same sequence, varying electives, transfer students and students having differing numbers of semesters completed. The survey is being remodeled to try and increase its accuracy. The BFA audition is a very successful assessment activity that may potentially be improved by formalizing the criteria by which all faculty members are assessing through some sort of documented rubric. The senior project is another very successful assessment activity that provides comprehensive feedback to students as well as opportunity for the students to revise and refine their work multiple times based on faculty feedback. The senior projects also provide faculty with evidence on how well students are integrating essential knowledge and skills. Faculty discussions have been underway on how to continue to improve student portfolios so they best demonstrate achievement of SLOs. A small committee of faculty members is working on revising portfolio criteria. The exit interview and survey will continue to be a valuable assessment activity in our program. There is debate over how much to formalize and structure the exit interview. There is a concern that too much structure would prevent students from bringing up topics and or issues of their choosing, the most valuable feedback comes from student driven dialogue.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
The faculty has realized that again our SLOs need further refinement and clarification. We feel it is necessary to better define the subjectivity that occurs with words such as “proficiency” and “effectively.” In order for us to be on the same page as a faculty we must come to a clearer agreement on what each SLOs means and is truly assessing. We realize that for the students sake we cannot change the SLOs every year, but internally we need to continue to revisit and refine them.
Faculty has made a commitment to not allow senior projects to be presented in the program concert that don’t meet desired expectations. Seniors will have to continue to refine their work until faculty agrees it meets our acceptable capstone project standards; even if it means postponing their graduation.
A small committee of faculty members is working on revising portfolio criteria to better align with SLOs. One faculty member is organizing a student workshop on portfolio building and resume writing.
In addition to revising the on-line survey the faculty is brainstorming other ideas of how to provide summative and benchmark assessments of desired SLOs. The faculty is committed to finding ways of making the SLOs more meaningful to students and providing more ongoing feedback to help students become more self-aware of their individual learning progress.
The faculty will begin to select a target SLOs; such as “writing, speaking and critical thinking” to determine how each course can incorporate activities that improve student outcomes in the target area.
14) Reflect on the Assessment Process
In the next academic year it will be important to designate more faculty time to discuss assessment activities. Spreading out faculty leadership in assessment activities will also improve our practice. Involving student input on assessment design is another area we can improve on. Our program excels in the multiple ways we assess our students and very individualized feedback students receive.
15) Other Important Information
With multiple faculty members within our department retiring this current academic year and remaining faculty filling in where possible for the temporary position vacancies, finding the needed time for implementing new assessment practices may be very challenging.