Unit: Art & Art History
Program: Art (BA)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 9:10:58 am

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

1. BA-Studio: Demonstrate grasp of fundamental skills and concepts relative to the practice of the visual arts, and basic skills and knowledge of several speci?c art media

(2b. Conduct research)

2. BA-Studio: Demonstrate some creative originality in visual communication and self expression.

(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

3. BA-Studio: Demonstrate a basic understanding and appreciation of the art-historical contexts which formed our present approach to the visual arts.

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)

4. BA-Studio: Demonstrate a basic ability to analyze the merits of art works and establish an individual sense of aesthetic judgment and standards applicable to the broad range of art.

(1b. Specialized study in an academic field)

5. BA-Studio: Demonstrate basic abilities in self-presentation and critique.

(2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)

6. BA-Art History: Demonstrate a basic grasp of the process of doing research or curatorial work with original artworks in museum and gallery collections.

(2a. Think critically and creatively, 2b. Conduct research)

7. BA-Art History: Demonstrate the ability to research and construct a basic but original art-historical argument.

(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

8. BA-Art History: Demonstrate a broad grasp of the history of art within cultural contexts and a more specialized knowledge of certain periods, cultures, and issues

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)

9. BA-Art History: Demonstrate an understanding of basic art historical and critical issues, methods, and theories, and the ability to use them in written work.

(1b. Specialized study in an academic field)

10. BA-Art History: Demonstrate an ability to write in the basic forms of art-historical research, including the formal analysis, the research report, and the critical or analytic argument.

(2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)

11. BFA: Demonstrate command of fundamental skills and concepts relative to the practice of the visual arts, and intermediate to advanced skills and knowledge of a particular art medium or media.

(2b. Conduct research)

12. BFA: Demonstrate some development of individual approaches to and philosophies of art as well as the understanding of traditional modes and paradigms.

(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

13. BFA: Demonstrate an intermediate to advanced understanding and appreciation of the art-historical contexts which formed our present approach to the visual arts.

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)

14. BFA: Demonstrate an intermediate to advanced ability to analyze the merits of art works and establish an individual sense of aesthetic judgment and standards applicable to the broad range of art.

(1b. Specialized study in an academic field)

15. BFA: Demonstrate mastery of the professional practices of artists, especially portfolio presentation, exhibition, and the writing of artist's statements; participate in and help organize BFA exhibition.

(2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)

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

Department Website URL: https://hawaii.edu/art/wp-content/uploads/2008assess_matrix-1.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:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

Over the past few years we have been working on solving the problem of collection and confidential electronic storage of student portfolios. Collection issues for BA portfolios were solved by instituting the ART 409 portfolio course. In the past year we also resolved the issue of storage. We had investigated online upload and storage systems with database options, but in the absence of budget to pay for such solutions, we concluded that low-tech security was the better choice. The department invested in a large-capacity external hard drive for storing the portfolios, with backup to additional office computers. Security for the hard drive is physical, i.e., the hard drive is not left connected to any networked computer. It is stored in the department office which is climate-controlled and has a security alarm system. This also enables faculty who are working on assessment (or who want to survey the portfolios, which also serve as an archive of the department's work) to access the drive easily, without exposing student information to security breaches. 

Having solved this problem, we are resuming regular assessment of a selection of portfolios on our previously planned 5-year cycle. A faculty committee has been convened to assess recent BA portfolios using our existing rubric; however, due to late approval of two faculty searches in our department this fall and the need to get the job ads approved and posted, the assessment committee has not yet completed its work.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

35 BA portfolios were collected from graduating students in 2017-8, which is on the low side of average. However, our assessment protocol calls for a sample of the past five years' worth of portfolios to be assessed, unless significant curricular changes make it necessary to sample across a smaller timespan. Ten portfolios from each of the past five years were chosen at random, making 50 portfolios for the current round of assessment. 

11) 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:

12) 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:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

The assessment work is not yet complete; therefore, we have no specific results to report yet. Normally we would have completed this work before October 31, but due to the hires going on right now, we're running behind.

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

15) Please briefly describe how the program used the results.

Results are still pending, but we refined a few details of BA portfolio collection (online submission via Laulima) already.

16) 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.

Not yet

17) If the program did not engage in assessment activities, please justify.