Unit: Academy for Creative Media
Program: Creative Media (BA)
Degree: Bachelor's
Date: Wed Oct 02, 2013 - 11:44:20 am

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

ACM Program: Student Learning Outcomes

  1. Critical Thinking
    1. Constructively critique their own and other’s intellectual and creative work
  2. Writing
    1. Write a creative work that tells a story 
    2. Write a critical piece that applies theoretical principles
  3. History and Aesthetics
    1. Know the intellectual history of cinema and place their work within that history.
  4. Professional Skills & Creativity
    1. Create a visual narrative through application of appropriate principles and production skills [production & animation]
    2. Conduct and communicate original research findings [critical studies]
    3. Understand the essential collaborative nature of creative productions by working as a team member
  5. Ethics and Responsibility
    1. Understand and articulate the role and rights of a responsible artist

We include a statement of these Learning Outcomes in each of our syllabi, and specify the particular outcomes for our course by drawing from the relevant numbered descriptions. If we are teaching a Focus-designated course (W,E,H,O), we might also include expected outcomes from those designations.

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

Department Website URL: www.hawaii.edu/acm
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:
Other:

3) Select one option:

Curriculum Map File(s) from 2013:

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) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (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.)

Yes
No (skip to question 14)

6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Begin the process of developing program rubrics for Animation, Cinematic Digital Production and Critical Studies.

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.

The full faculty conducted multiple meetings and engaged in group discussions. In addition, sub-groups were formed to discuss and agree on the specific rubrics for Animation, Critical Studies and Cinematic Digital Production.

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

-Eight full-time faculty members
-One part-time faculty member

9) 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:

10) 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:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

In Animation, we developed a first draft of a rubric using ACM 420 Computer Animaiton Production 2 as an example.

In Cinematic Digital Production, we developed a program rubric for the category of "Exemplary Work".

In Critical Studies, we developed a first draft of a complete program rubric.

Below are the results:



ACM 420 Computer Animation Production II    
Rubric        
         
         
         
Level Filmic Writing and Storytelling Professional Skills in Animation Professional Skills in Design Ethics
1 The film's storyline is clear and compelling. The writer's intention is conveyed well, and the audience responds appropriately. Animated movement fits the character design and character personality. Accurate sense of weight and timing. Appealing use of the  Principles of Animation, including squash-and-stretch and overlapping action. Graphical elements are appropriately animated. Creative and appealing character and background designs. Characters and backgrounds harmonize and work well together. The film presents a thought-provoking point of view  with multiple layers of meaning.
2 The storyline is clear, but could be made more appealing with additional refinement. The audience understands the story of the film. Animated movement fits the character design and character personality. Weight and timing need some fine-tuning. Squash-and-stretch and overlapping action present, but need some fine-tuning. Graphical elements are appropriately animated. Designs of characters and backgrounds are complete, but need additional fine-tuning to reach their full potential. Characters and backgrounds harmonize and work well together. The film presents a unique voice or perspective.
3 The storyline is not entirely clear, but still has some appeal. The audience can understand it overall. Animated movement does not match the character design and character personality. Weight and timing need significant improvement. Squash-and-stretch and overlapping action present, but need significant improvement. Animation on graphical elements needs improvement. Design of characters and backgrounds are completed, but need significant improvement. Character and backgrounds don't harmonize well together, and need additional design work. The film is entertaining and accessible, but lacks deeper layers of meaning.
4 The storyline is not entirely clear, and lacks appeal. The audience can understand it overall, but there is some confusion. Movement does not match the character design and character personality. Weight and timing are incorrect or missing. Squash-and-stretch and overlapping action is incorrect or missing. Animation on graphical elements is incorrect or missing. A portion (less than 50%) of the designs of characters and backgrounds look incomplete and unfinished. The films presents stock characters or storyline, but with a unique twist.
5 The storyline is not clear. The audience is not able to understand it. Basic movement is incomplete. Weight and timing are incorrect or missing. Squash-and-stretch and overlapping action is incorrect or missing. Animation on graphical elements is incorrect or missing. A majority (over 50%) of the design of characters and backgrounds look incomplete and unfinished. The film presents stereotypical or stock characters and storyline without any originality.


ACM Critical Studies Track – Rubric

Excellent

Good

Average

Poor

Critical Thinking

Exceptional level of critical reflection in both oral and written response to films and readings. Student demonstrates not only a strong understanding of the material, but also the ability to draw new connections and apply the subject matter within other contexts.

Good level of critical reflection in both oral and written response to films and readings. Aside from demonstrating a strong understanding of the material, student shows some evidence of original reflection on the subject matter.

Average level of critical reflection in both oral and written response to films and readings. Student demonstrates basic grasp of the material but no significant evidence of original reflection.

No critical reflection in oral and written response to films and readings. Student demonstrates insufficient grasp of the material and shows no sign of original insight.

Writing

Written assignments provide a solid and coherent argument that is well supported by appropriate examples drawn from readings, lectures, and films. Work is conducted carefully and includes a significant amount of original reflection. Outstanding ability to evaluate sources and apply theoretical principles to written work.

Written assignments provide a coherent argument, supported by appropriate examples drawn from readings, lectures, and films.

Student work includes some evidence of original reflection. Student makes good use of sources and applies some theoretical principles to written work.

Writing assignments lack a strong, coherent argument and organization and in need of stronger supporting evidence (examples from readings, lectures, and film).  Student work shows no effort of original reflection and refrains from an appropriate use of sources and theoretical principles.

Written assignments are poorly organized, devoid of an argument, and in need of stronger supporting evidence (examples from readings, lectures, and film). Student work is devoid of original reflection and an appropriate use of sources and theoretical principles.

History & Aesthetics

Exceptional understanding of film and media's historical trajectory within specific cultural, national, institutional, or technological contexts. Student demonstrates great strength to address film and media within larger theoretical and aesthetic frameworks.

Comprehensive understanding of film and media's historical trajectory within specific cultural, national, institutional, or technological contexts. Student demonstrates good skills in addressing film and media within larger theoretical and aesthetic frameworks.

Basic understanding of film and media's historical trajectory within specific cultural, national, institutional, or technological contexts. Student shows basic skills in addressing film and media within larger theoretical and aesthetic frameworks.  

Poor understanding of film and media's historical trajectory within specific cultural, national, institutional, or technological contexts. Student is unable to address film and media within larger theoretical and aesthetic frameworks.  



CINEMATIC VISUAL PRODUCTION RUBRIC FOR EXEMPLARY WORK

1. FORM / STYLE
-The screenplay, storyboards and cinematic execution of these elements express an original perspective.
-Stylistic choices effectively support content.

2. CONTENT
-The content includes a clear statement of purpose or theme and is creative and compelling.
-The content of the storyline is credible to an informed and critical audience. It offers the audience a human connection.

3. TECHNICAL QUALITY
-There is a mastery of the assigned technical and artistic aspects of cinematic arts in areas such as cinematography, sound design, editing, acting, writing, producing, production design and directing.

4. PROCESS
-Assignment criteria is completed on time.
-Students are engaged and participation is ongoing.
-In collaborative group projects, the student meets and has discussions regularly with team members. All students on the team contribute to the discussion and are part of the final project. Team members show respect towards each other.
-In individual projects, the student shows initiative, follow through and resourcefulness.

5. OVERALL EFFECTIVENESS
-The final product communicates effectively and delivers a strong message to the audience.
-The final product takes the audience through an intended emotional journey.

12) State how the program used the results or plans to use the results. Please be specific.

We will continue to develop final drafts of rubrics in Animation, Cinematic Digital Production and Critical Studies.

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.

N/A

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.