Program: Dance (BA), Dance Theatre (BFA)
Date: Tue Nov 27, 2012 - 9:01:40 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
BA DANCE -Student Learning Outcomes:
Upon completion of the BFA 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: ability to effectively engage in the rehearsal process and demonstrate intended stylistic nuances, technically accuracy, musicality and creative intent in dance performance.
Kinesiology / Laban
SLO 3: ability to understand, embody, analyze and communicate structural details of movement
History / Distinction in World Cultures
SLO 4: understanding theoretical, conceptual and or historical aspects of dance
SLO 5: Effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance concepts and related topics.
BFA DANCE -Student Learning Outcomes:
Upon completion of the BFA 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: ability to effectively engage in the rehearsal process and demonstrate intended stylistic nuances, technical accuracy, musicality and creative intent of dance performance pieces
SLO 3: ability to create original work that effectively communicates creative intent and demonstrates clear understanding of choreographic tools and production elements
Kinesiology / Laban
SLO 4: ability to understand, embody, analyze and communicate structural details of movement
SLO 5: understanding theoretical, conceptual and or historical aspects of dance
SLO 6: Effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance concepts and related topics.
2) Your program's SLOs are published as follows. Please update as needed.
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: Senior Portfolio Requirements
3) Select one option:
- 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) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period June 1, 2011 to September 30, 2012: 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 BA or BFA degree outcomes. In addition to our ongoing assessments we selected two areas within our SLOs to target during this past assessment period (June 1, 2011 - September 20, 2012).
Our programs overall goal for our assessment activities continues to be directed at formalizing our processes 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 and evaluation processes.
Our targeted assessment goal, directed at SLO #1, was to increase student understanding and access to dance from diverse geographic regions.
BA/BFA SLO 1: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Ongoing Annual Assessment Activities:
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
Annual BFA Audition / Assessment Class
- students in the BFA program must re-audition each year to remain in the BFA program
- students participate in an assessment class that is observed by the entire faculty
- faculty members decide what material should be included in the assessment class to best demonstrate students abilities and understandings of desired degree outcomes
- following the class faculty members meet to discuss each students progress
- students are required to meet with individual faculty for feedback
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
- Faculty Led Concerts
Degree Exit Interviews
- All graduating students are required to attend an exit interview. The entire dance faculty is present at the exit interview. Students are required to present their portfolios and 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.
Senior Portfolios (degree outcomes essay, work samples, resume)
- students are required to submit a degree portfolio in the month before they graduate
- faculty review each student portfolios prior to the final exit interview
- portfolio feedback is given at the final interview
Senior Project (BFA's Only)
- students are required to create an original choreographic work for public presentation and review
- students receive extensive faculty mentorship throughout the length of their project
- students must audition their work for whole faculty review
- faculty evaluate each senior project and submit a pass or fail vote
Targeted Assessment Area:
In order to reach our targeted assessment goal our department in collaboration with the Center for South Asian Studies (CSAS) hosted Bharatnatyam dancer and teacher, Dr. Anita Shanmuganathan as the Rama Watumull Distinguished Indian Scholar for the Fall 2011 semester. Dr. Shanmuganathan visited from Chennai’s Bharata Kalanjali, a premier dance institution, and the Aeka Academy of Fine Arts of which she is the creative director. She taught DNC 301 Asian Dance to our dance students as well as multiple master classes. Dr. Shanmuganathan visit culminated with several student centered public performances and lecture demonstrations. Evidence such as course evaluations, student performance evaluation and documentation, student and public discussion and feedback forums.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
We had a combined total of 47 BA and BFA students participate in our ongoing assessment activities.
We had five graduating BA/BFA's participate in our summative assessment activities.
We had 25 students directly participate in our targeted assessment activity.
9) 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)
10) 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)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
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 invited students to meet one on one with faculty to receive feedback directly following the annual assessment dance technique class. We found this to be effective in helping students recognize and take ownership of their strengths and weaknesses.
2. Utilizing newly purchased technology our program was able to more thoroughly document student performances, rehearsals, creative works in progress, master classes and scholarship presentations. Documentation was used as a means for evaluation and discourse between faculty and students.
3. Our new website in now live. The dance program is still working to create a “student works” section to highlight our student’s accomplishments. We are continuing to seek opportunities for our students to share their creative and 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 increased the amount of community master classes we hosted and organized several events with East-West Center.
The results of our targeted assessment goal was as follows:
Dr. Anita Shanmuganathan time in our program had a profound effect on our dance students. Student testimonials indicated transformative learning had occurred. Students went above and beyond to enhance their understanding and experience with Bharatnatyam dance. Our students demonstrated a deep commitment to studying the dance form and its cultural contexts. Students elected to continue their studies in the Spring semester and have pursued opportunities to continue their studies with Dr. Shanmuganathan.
12) State how the program used the results or plans to use the results. Please be specific.
Our program utilized results from our ongoing assessment activities to determine what revisions to our program needed to be considered. From our on going assessments we elected to create a new course “Teaching Dance Technique” as well as updating the title and descriptions of several of our existing courses. Our new faculty member has been driving technology opportunities for students to equip our students with needed technological skills for successful dance careers.
Results from our target assessment goal were used to develop a second course in Bharatnatyam dance for the Spring semester to support student desire to continue studies in the dance form. A commitment was made to include Bharatnatyam performance opportunity for students in our 2013 dance concert. Lastly, a commitment was made to return Dr. Shanmuganathan to UHM to work with our program and the music department in 2013.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
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 in regards to student success, retainment and recruitment as well as overall curricular and funding prioritizations. Making program changes based off assessment results offers a reassurance that we are accounting for student needs and actively shifting our practices to meet those needs.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
For the next assessment cycle our program will continue to focus our efforts in the following areas:
- implementation of our new technology to document student results
- complete the "student works/outcomes" page on our website
- continue to increase the involvement of our local dance community in our program events and begin to discuss how they can participate in the design and implementation of our assessment activities