Unit: Theatre & Dance
Program: Theatre (MFA)
Degree: Master's
Date: Fri Nov 20, 2020 - 9:57:46 am

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

1. Student demonstrates the professional competence to function successfully in the artistic concentration of the degree track

(2. Demonstrate understanding of research methodology and techniques specific 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. Students can create and demonstrate informed and personal artistic choices in coursework and productionsin the artistic concentration of the degree track

(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.)

3. Student can demonstrate broad knowledge of the context and functioning of related theatrical artistic areas to that of the chosen artistic concentration.

(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.)

4. Students demonstrate, through portfolio review, preparedness to enter and compete within the chosen degree track area, professionally and/or academically.

(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., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

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

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:

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

Curriculum Map File(s) from 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 SLOs

6) 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.

We continued our practice of providing and an Annual Graduate Symposium in the department at which  MFA (MA and PhD ) candidates present research. This has proved beneficial  to encourage research and provide a formalized, in-house opportunity to present and receive constructive criticism.  Spring 2020 will be our 7th symposium.

COVID adaptations:   have provided extremely productive conversations via Zoom .  We continue to use Production Evaluations for MFAs and have incorporated Graduate Zoom forums as a way to increase opportunities for student-directed activities, particularly during this time of the pandemic and financial restaints.

 

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 currently have 24 enrolled MFA students at various stages in their process.

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 Coordinators

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 internal department assessment committee has been pleased to see the success of achieved SLOs during the time period achieving the highest levels in each category.

SLO1   85-99%

SLO2   85-99%

SLO3   85-99%

SLO4   85-99%

SLO5   85-99%

 

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 its findings/results.

We continued our practice of making curriculum additions and course context alterations to better address student learning objectives as expressed in assessment findings.

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.

We continued to use student feedback and participation in peer-evaluation as important tools to program developemnt.  Assessent procedures created a faculty awareness of strengths and weaknesses.  These were addressed as a faculty and in consultation with designated student panels.

COVID adaptations (Spring 2020):  The use and familiarity of Zoom meetings has created a new avenue of feedback and discussion resulting in degree changes to better accommodate the shifts in education and the professional worlds our students will be entering.

BLACK LIVES MATTER adaptations (Summer 2020):  Facutly//student forums initiated the deconstructing of the existing departmental structure in order to reconstuct pedagogy as more inclusive of Hawai'i, Asia, Oceania, and Indingenous performance practices,   This process continues with shared input from not only existing students but also from students applying for MFA submission in 2021-22.

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

n/a