Program: Creative Media (BA)
Degree: Bachelor's
Date: Mon Oct 19, 2015 - 7:06:57 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Critical Thinking: Constructively critique their own and other’s intellectual and creative work.
(2a. Think critically and creatively)
2. Writing: Write a creative work that tells a story.
(2a. Think critically and creatively, 2c. Communicate and report)
3. Writing: Write a critical piece that applies theoretical principles.
(2b. Conduct research, 2c. Communicate and report)
4. History and Aesthetics: Know the intellectual history of cinema and place their work within that history.
(1b. Specialized study in an academic field)
5. Professional Skills & Creativity: Create a visual narrative through application of appropriate principles and production skills [production & animation]
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)
6. Professional Skills & Creativity: Conduct and communicate original research findings [critical studies]
(2b. Conduct research)
7. Professional Skills & Creativity: Understand the essential collaborative nature of creative productions by working as a team member.
(3a. Continuous learning and personal growth)
8. Ethics and Responsibility: Understand and articulate the role and rights of a responsible artist.
2) Your program's SLOs are published as follows. Please update as needed.
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3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
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.
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5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
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6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
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7) Briefly explain the assessment activities that took place in the last 18 months.
Academic year 2014-2015 was the beginning of implementation for rubrics developed in 2013-2014. Two faculty were on sabbatical from the Digital Cinema Track so implementation focused on ACM 420, the capstone course for the Animation Track in the ACM.
The assessment product, in this case an animated film approximately 7 minutes in length was evaluated against the rubric scoring criteria developed and tested in the 2013-14 academic year.
From the implementation of the ACM 420 rubric a basis was formed to examine the Animation Track curriculum map. Departmental discussions began on the possible modification of ACM major requirements, new courses and lengthening the duration of the major.
The attending Digital Cinema faculty reviewed and made recommendations for revising the curriculum map for Digital Cinema students, with plans for further discussion upon the return of the full faculty cohort in AY ‘15/16.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
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Indirect evidence of student learning
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Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
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9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Thirteen students comprised the ACM 420 Fall 2014 course. Their group film project was examined, which was the collective efforts of all 13 students.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
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11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
The capstone work of the 13 students of ACM 420 was examined with the developed rubric. The results are found below in Table 1. The capstone project is a group effort so Writing, Design and Ethics achievements were a shared score, Animation was an individual assessment based on individual scene-work.
13) What best describes how the program used the results? (Check all that apply.)
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14) Please briefly describe how the program used the results.
The animation faculty presented the results making the case that in order for learning outcomes to be mastered the Animation Track requires changes to its curriculum map, including courses offered, adding additional courses to the track focus and increasing the duration of the total course sequence in the track.
The following two figures represent the Animation Track requirements and sequence flow as it exists now (Fig. 1), and proposed changes that would address learning outcome needs as informed by the rubric data analysis results. (Fig. 2)
Figure 1: ACM Animation Track Course Requirements and Sequence
Figure 2: Proposed Changes to Animation Track Course Requirements and Sequence
The discussions are continuing at this time and further information to inform the talks is being sought from the College of Arts and Humanities and the UHM academic advising office.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
The department concluded that more information regarding programmatic requirements at the college and campus level was needed to inform continued exploration of the proposed changes to the ACM Animation Track. The department expressed satisfaction that the assessment tools developed were providing programmatic feedback so quickly.
16) If the program did not engage in assessment activities, please explain.
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