Program: Dance (BA)
Degree: Bachelor's
Date: Fri Nov 20, 2020 - 11:24:01 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. BA DANCE: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2. BA DANCE: ability to effectively engage in rehearsal and production processes, and demonstrate intended stylistic nuances, technical accuracy, musicality and creative intent in dance performance.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3d. Civic participation)
3. BA DANCE: Kinesiology / Laban: ability to understand, embody, analyze, document and communicate structural details of movement.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
4. BA DANCE: History / Distinction in World Cultures: understanding theoretical, conceptual and or historical aspects of dance
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
5. BA DANCE: Literacy: Effective oral and written communication skills that demonstrate critical thinking, understanding of dance concepts and related topics, and the ability to critically evaluate sources and clearly differentiate between ones ideas and the ideas of others.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
6. BA DANCE: ability to define individual goals, utilize resources and to choose appropriate pathways to achieve these goals.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/dance/
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: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (11/20/2020)
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 of Theatre and Dance held a series of focus groups, class discussions, and public forums for students, faculty, staff, alumni and community members to engage in critical dialog over the historical existence of: systemic racism, colonization, Eurocentrism; lack of faculty diversity, and a lack of centering indigenous knowledge, Hawaiʻi, Asia and the Pacific within the Departmentʻs degree programs, procedures, practices and productions. (i.e. course offerings, degree requirements, budget allocations, student opportunities, hiring, leadership, recruitment, season selection, etc.). The focus groups, class discussions and public forums were prompted by a ground swell of critical feedback from students and community members and the departments own desire to make needed changes and publicly address long standing issues.
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: Forums (Student Faculty Forums, Public Forums/Town Halls, Production Forums) Other 2: Student and Faculty Small Focus Groups10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
There is an estimated 250 plus people (students, faculty, staff, alumni, and community members) that participated in one or more of the focus groups, class discussions and or public forums. Focus groups and class discussions were hosed by faculty members. Public forums were held at Kennedy Theatre, Earl Ernst Lab Theatre, The East West Center, and online via zoom. The public forums were recorded or minutes were taken that were shared with students and participants.
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: alumni, community members12) 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: Professional development and workshops around critical issues raised within the department and dance program specifically.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 focus groups, class discussions and public forums centered around specific issues that were raised by students, alumni and or the community. Regardless of the event or context participants echoed the same concerns regarding the Department’s need to decentralize Eurocentrism, address systemic racism, increase social justice activism and center Hawaiʻi, Asia and the Pacific across all Department programs, funding and activities. Students also wanted to be brought into decision making processes regarding curriculum and production season selection.
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: 1. Rewriting and defining a faculty positon within the dance program. 2. Dance BA degree requirement changes.15) Please briefly describe how the program used its findings/results.
All of the following activities are a result of our assessment findings.
1. Commitment from all department faculty and staff to organize and participate in professional development activities to increase our collective understanding of systemic racism, Hawaiian history and social justice education.
Example Workshops:
Safe Zone Training - LGBTQ+ Safety and Inclusion; Presenter: Camaron Miyamoto
Systemic Racism, Hawaiian History, and Cultural Sensitivity; Presenter: Dr. Kauai
2. Full Department commitment to including land acknowledgement statement on all course syllabi and production programs.
He ʻĀina, He Kanaka, He Hawai‘i Maoli: Land Acknowledgement
As we embark on this course, let us take the time to acknowledge Hawaiʻi as an indigenous space where the descendants of the original people are today identified as Kānaka Maoli (Native Hawaiian). We recognize that it was through coercion, force, and the breaking of formal treatises that this land was illegally seized. Her majesty Queen Liliʻuokalani temporarily yielded the Hawaiian Kingdom and these territories under duress and protest to the United States to avoid the bloodshed of her people. Let us further recognize and express gratitude for the generations of Aboriginal Hawaiians and their knowledge systems that have shaped and continue to shape Hawaiʻi in a sustainable way that allows us to learn here today.
The ʻāina (land) on which the University of Hawai‘i at Mānoa sits is located in the ahupuaʻa (land division from mountain to sea) of Waikīkī, in the moku (district) of Kona, on the mokupuni (island) of Oʻahu, in the Pae ʻĀina o Hawaiʻi (Hawaiian archipelago). The particular ʻili ʻāina (land division) that Kennedy Theatre is situated on is at the triangulation of Kaualaʻa, Wailele and Waʻahila. Ma kai (seaward) of the theatre is Kapaʻakea and to the west is Puahia and Pilipili. Ma uka (inland) of our campus are the uplands of Kahoʻiwai, the water that is the source for our major stream of Kānewai. Acknowledging these traditional wahi pana (place names) honors the ‘āina and the historic relationship that Kānaka Maoli have with this place.
3. Hiring of a new tenure track dance faculty member who brings needed discipline expertise to areas where the program has a lack of representation.
Dr. Lorenzo Perillo is a new Assistant Professor of Dance (Fall 2020) at the University of Hawaiʻi at Mānoa. His research interests include dance and performance studies; race and racialization; Filipinx and transnational Asian American identities; Pacific Islander socialization; popular culture and postcolonialism; (im)migration, gender, and sexuality; queer of color and feminist theories and methodologies; environmental justice; diasporic identity and higher education; and global Hip-hop.
4. Development of new dance courses:
Indigenous Dance Studies
Social Action in Theatre and Dance
Critical Race Theory in Theatre and Dance
Intermediate/Advanced Hip Hop
5. Course modifications and degree requirement changes
Increased credit of Asia dance classes from 1 to 3 to make these courses more equitable with the existing 3 credit ballet and modern dance courses.
Hawaiian Dance Hula Chant Ensemble was changed from an elective to a required core course
Dance and World Cultures was changed to Global Perspectives on Dance
Dance techniques requirements were changed to stop the privileging of modern and ballet over other dance forms.
Dance History requirements were changed to include the new Indigenous Dance Studies course
6. Decision to involve students, faculty and staff in production season selection to engage more voices and perspectives and more proactively address concerns regarding racism, representation, appropriateness and relevance.
7. Direct more recruitment efforts and funding to local students.
8. Increase interdisciplinary connections across campus through co-teaching, cross-listing and new course development. (i.e. IP 360, IS cross-listings)
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.
Assessment is most effective when everyone is involved. Involvement is easy when the assessment goals are relevant and critical to everyone. Willingness to receive critical feedback and make changes is a strength of our program during this assessment cycle.
17) If the program did not engage in assessment activities, please justify.
N/A