Unit: Theatre & Dance
Program: Theatre (MA)
Degree: Master's
Date: Fri Nov 16, 2018 - 1:33:18 pm

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

1. Plan A: Student demonstrates in-depth knowledge in Western or Asian Theory/History

(6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

2. Plan A: Student demonstrates comprehensive knowledge of chosen area of specialization of Theatre scholarship.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

3. Plan A: Student demonstrates original research and thought by conducting an independent research project resulting in a written thesis.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

4. Plan B: Student demonstrates good working knowledge in each of the five major areas of Drama and Theatre: Western Theory/History; Asian Theatre; Technical Theatre/Design; Acting/Directing; and Youth Theatre, with one of these areas forming an elective focus

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

5. Plan B: Students can create and demonstrate informed and personal artistic choices in coursework and productions (i.e, design, directing, acting, etc.).

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

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

Department Website URL: http://hawaii.edu/theatre/graduate/GradTheatreSLOs2009.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: Shared department Google file with all course syllabi and course laulima sites
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.

We have an Annual Graduate Symposium in the department at which MA, MFA and PhD candidates present research. This is to encourage research and provide an in-house formal opportunity to present and receive constructive criticism.  Spring 18 was the 5th Annual Department of Theatre and Dance  GraduateResearch Symposium; spring 2019 will be the 6th.
 

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.

2016-2017  MA/MFA - 11

2017-2018  MA/MFA - 9

F2018  MA/MFA - 34

Techniques used are Faculty Evaluation, student's portfolio and self-evaluaton, Exit Interviews, Faculty SLO survey

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: Assessment Coordinator

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.

Based on Course evaluations, graduate portfolios, student performances, and advising meetings - approximately 80--99% achieved each SLO.

SLO1   80-99%

SLO2   80-99%

SLO3   80-99%

SLO4   80-99%

SLO5   80-99%

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.

Course modifications and evaluation adjsutments, public recognition of student success, etc.

The results showed the positive effect of curriculum changes that were made as a result of analysis of assessment evaluations and the resulting feedback. 

 

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.

Student feedback and participation in peer-evaluation was important.  Assessent procedures created a faculty awareness of strengths and weaknesses.  These were addressed as a faculty and in consultation with designated student panels.

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

n/a.

adjustment to NOT using Survey Monkey.  Rubric used during exit interviews and faculty assessment forms filled out for each graduating student.