Program: Art (BFA)
Degree: Bachelor's
Date: Fri Nov 27, 2020 - 3:30:37 pm
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
(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
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, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth, 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, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
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: 3) Please review, add, replace, or delete the existing curriculum map.
- File (09/16/2020)
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 November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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) Investigate other pressing issue related to student learning achievement for the program (explain in question 8) Other: 8) Briefly explain the assessment activities that took place since November 2018.
The department collected exit portfolios from the Spring 2019 and Spring 2020 BFA cohort. In Spring 2020, the BFA Capstone course was team taught by two faculty members.
It should be noted that the competitive gateway to BFA is designed to ensure students are already committed to focused production and have been producing excellent work.
The BFA faculty primarily help students to continue on these paths and learn the practicalities of all aspects of setting up a group exhibition.
Therefore, students would all be assessed as follows, using a scale of 1-4 with 4 = excellent, 3 = good, 2 = average, 1 = below average
1. Technique/practice - 4
2. Creativity/originality - 4
3. Knowledge/history - 3
4. Communication/analysis/critique - 4
5. Professional skills - 4
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.
19 student portfolios were collected representing different area concentrations in the studio art BFA degree. 13 student portfolios were collected from graduating Graphic Design BFA students.
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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
The instructors noted that the flow of class was totally interrupted by the need to switch to online teaching and exhibition due to COVID, which inconvenienced some students more than others and resulted in two incompletes. Despite these issues the faculty was please with the cohort's performance.
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 its findings/results.
Use is pending
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.
The Assessment Committee learned that Assessment can take place in a variety of ways. Direct faculty assessment of the group's success is a more effective method of evaluation than was previously used.