Program: Art (BFA)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 9:19:16 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 asneeded.
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.
- 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.
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 SLOs6) 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 BFA portfolios were solved by making it a part of the BFA capstone course, ART 410. 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 in studio art using our existing rubric; next year's cycle will assess BA portfolios in art history, and the year after will be BFA portfolios.
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.
We collected portfolios from 22 graduating BFA students in Spring 2018 (the capstone course is offered only in spring, hence, portfolios are only collected at that point). However, our assessment protocol is a five-year cycle and involves assessing each of our five degree programs separately. BFA assessment is scheduled for two years from now, when we will select up to 50 BFA portfolios from the previous five years for 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.
Results TBD (in two years' time)
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.
We solved a problem wherein graphic design BFAs were not submitting portfolios to the department office, due to differences in how their capstone course is handled. Other results TBD.
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