Program: Dance (MA, MFA)
Date: Sat Oct 29, 2011 - 12:21:39 am
1) Below are your program student learning outcomes (SLOs). Please update as needed.
MA Plan A Option I Dance Ethnology
Student Learning Outcomes
Upon completion of the MA Plan A dance ethnology focus degree students should have gained, developed, and refined essential knowledge, skills, and experiences necessary to successfully reach the following learning outcomes:
SLO 1:kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions, including understanding how dance is embedded in the belief systems of the people who create it, and how dance forms change and why;
SLO 2: effective oral and communication skills that demonstrate critical thinking ability and understanding of scholarly dance research concepts and related topics;
SLO 3: the ability to critically evaluate sources and clearly differentiate between one’s ideas and the ideas of others, particularly those of indigenous practitioners and scholars, and to respect divergent perspectives;
SLO 4: knowledge of the history, practices, and concepts of dance ethnology, including related published literature and current developments in the field;
SLO 5: ability to conduct and report on scholarly dance ethnology research in oral, written, and other forms;
SLO 6: ability to define individual goals and to choose appropriate pathways to achieve these goals.
MA Plan B Dance Education
Student Learning Outcomes
Upon completion of the MA Plan B dance education focus degree students should have gained, developed and refined essential knowledge, skills and experiences necessary to successfully reach the following learning outcomes.
SLO 1: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions;
SLO 2: comprehensive knowledge of educational theories, best practices, related published literature and current developments in the field;
SLO 3: effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance education concepts and related topics;
SLO 4: ability to critically evaluate sources and clearly differentiate between one’s ideas and the ideas of others;
SLO 5: ability to design curriculum that demonstrates understanding of appropriate sequential development, multiple learning modalities, content organization and effective assessment strategies
SLO 6: ability to asses one’s own teaching and the development of one’s students as related to Hawaii State and National educational standards;
SLO 7: ability to define individual goals and choose appropriate pathways to achieve those goals.
Student Learning Outcomes:
Upon completion of the MFA Plan A degree students should have gained, developed and refined essential knowledge, skills and experiences necessary to successfully reach the following learning outcomes.
SLO 1: Kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions
SLO 2: Effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance concepts and related topics.
SLO 3: Ability to critically evaluate sources and clearly differentiate between one’s ideas and the ideas of others
SLO 4: Knowledge of the meanings, practice, theory, history and production of dance; the ability to apply, respond, reference, relate and synthesize that knowledge; the ability to draw on this knowledge and prior experience in new settings/contexts.
SLO 5: Familiarity with dance styles from diverse geographic regions
SLO 6: Development of choreographic skills and a personal style that demonstrate original works, knowledge of compositional techniques, choreographic range and effective conceptualization and conveyance of intent.
SLO 7: Ability to define individual goals and choose appropriate pathways to achieve those goals
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: Dance Graduate Student Handbook
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- 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.
5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Each year the dance program conducts a set of ongoing formative and summative assessment activities to assess students progress towards desired MA or MFA degree outcomes.
Our overall program assessment goal was to continue to formalize our assessment activities by: developing more explicit evaluation criteria, increasing and improving the documentation of student results, disseminating results more widely and efficiently, and involving a broader range of stake holders in our assessment designs and evaluation processes.
Target Assessment Question for this period:
1. Are degree expectations and program procedures communicated clearly in our dance graduate handbook?
2. What revisions should be made to our open dance ethnology position to best support program improvement?
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
Ongoing Annual Assessments:
Annual Student Placement Class
- this class is faculty organized and led
- faculty observe students based on level criteria
- faculty discuss observations and determine appropriate placement for each new and returning dance student
- students are informed of their placement and encouraged to meet with faculty to discuss
Bi-Annual Concert Auditions
- three plus concert auditions are held per year
- all faculty members attend auditions to observe and give feedback
- faculty convene after the audition to discuss student abilities
faculty members are assigned individual students to mentor
- mentoring involves meeting with the students to give feedback and formally observing them in the creative process
Bi-Annual Annual Concert Performances
Faculty Led Concerts
- faculty meet with select students multiple times a week over a six to nine month period to prepare for the concert. Throughout that time students are given constant feedback on their performance progress.
- concerts are formally reviewed by the public and local dance critics
- a concert post-mortem is held with all of the students to evaluate the the concert outcomes
- students receive a final performance grade from concert Director
Student Led Concerts
- each student participating in a concert is assigned a faculty mentor who oversees the length of their creative project
- student concerts host a public "talk back" session where fellow students, faculty and community members share their feedback and questions with the student performers, choreographers, designers, etc.
- students meet with faculty members to have post-concert discussion
- MFA students are required to developed original choreography under direct faculty advisement
MFA Thesis qualifier
- MFA students are required to publicly perform original choreography for faculty review before being approved to move on to their thesis work
- Faculty Led Concerts
- MFA Thesis Project
- MA Written Thesis or Capstone Project
- MFA and MA Ed. comprehensive exam and oral defense
Degree Exit Interviews
- All graduating students are required to attend an exit interview. The entire dance faculty is present at the exit interview. Students answer a series of faculty questions. Open discussion time is also allowed for students to share feedback about their program experiences.
Degree Exit Survey
- Students are required to complete an exit survey where they identify how well they feel they achieved intended degree outcomes goals and what aspects of the program most supported their success. Students are also asked to give feedback on program improvement.
Targeted Assessment Evidence:
Student Handbook Assessment Evidence
- graduates students were given the handbook and asked to submit feedback on what was not clear or missing from the document
- faculty reviewed the handbook individually and collectively to assess what information was outdated, unclear or missing
Ethnology Position Revisions:
faculty reviewed results from our ongoing assessment activities to best determine what position revisions would best support program improvement
- items reviewed included exit survey and interview data
- faculty shared their individual feedback on what they felt was most needed in the new position to meet immediate and future program needs.
- faculty reviewed results from our ongoing assessment activities to best determine what position revisions would best support program improvement
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Our program had 13 graduate students participate in our ongoing and targeted assessment activities.
We had 5 graduate students complete the summative assessment activities.
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
The results of our overall assessment goal of continuing to formalize our assessment activities by: 1. developing more explicit evaluation criteria, 2. increasing and improving the documentation of student results, 3. disseminating results more widely and efficiently, and 4. involving a broader range of stake holders in our assessment designs and evaluation processes; were addressed in the following ways:
1. We developed more explicit criteria for the MFA qualifying project and for writing comprehensive exam questions.
2. During the past academic year our department significantly invested in the purchasing of new computer software and documentation technologies. Faculty members researched what technologies other performance-based programs were using to best document student results. Equipment purchases were completed by the end of the Spring semester and most of the equipment has arrived this Fall 2011 semester. We will now have the ability to more extensively document our graduate students progress towards degree completion and better edit, store and share that progress.
3. Our department has hired an outside web designer that is currently updating all of our programs web pages. The dance program is invested in adding a “students results” section to highlight our student’s accomplishments. We are also looking into organizing a student event in the library where arts (dance, theatre, music and visual art) students can share their academic work with the larger student population.
4. As means of involving more of our stake holders (students, dance lecturers, dance community members, concert supporters, etc.) in our assessment activities we felt it was critical to start by organizing community-building activities. This past academic year we hosted several community master classes and organized social events related to our production events. We also organized student gatherings to build community within our program.
Assessment results on the student handbook indicated that students wanted more clarity on the thesis qualifying project, technique requirements, writing comprehensive exam questions and expected degree timeline/ course sequencing.
Assessment results for the ethnology position revision indicated a desire for the position to covered a broader range of program activities to address program needs in dance media and technology, technique instruction and production activities.
11) State how the program used the results or plans to use the results. Please be specific.
Results from the student handbook review resulted in our newest version of the handbook that has been published online and in hardcopy form. The process of revising the handbook supported a more consistent faculty and student understanding of our graduate program procedures and expectations.
Results from the ethnology position revision resulted in the hiring of new faculty member Kara Miller. Our program utilized results from our ongoing assessment activities to determine what revisions to the position description would best support program improvement. Revisions to the position included a call for someone with expertise in dance media and emerging technologies, strength in teaching technique and experience in dance production. Kara Miller has brought these additional areas of expertise to our program that will undoubtably lead to program improvement.
The faculty is currently reviewing our graduate curriculum with our new faculty member to determine what changes we want to make. We have been meeting regularly to develop an overall vision for our graduate programs and to identify all of the necessary steps to achieve our desired vision.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
It was very helpful for our program to define an overall assessment goal. Our overall assessment goal is reflective of our program vision for the future. We realize that assessment practices and results will play a critical role in shaping our future. Making program changes based off assessment results offers a reassurance that we are moving our program in the right direction.
13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
For the 2011-2012 academic year our program will continue to work towards reaching our overall assessment goal of formalizing our assessment activities by: developing more explicit evaluation criteria, increasing and improving the documentation of student results, disseminating results more widely and efficiently, and involving a broader range of stake holders in our assessment designs and evaluation processes.
Towards that goal we hope to:
- implement the new thesis qualifying criteria and continue to explore curricular changes with our new faculty member
- implement new technologies to document graduate student results
- complete the updating of our website that will include a "student results" page and the grad handbook
- continue to build community with our stake holders by involving them in our program events and begin to discuss how they can participate in the design and implementation of our assessment activities