Unit: Theatre & Dance
Program: Dance (BA), Dance Theatre (BFA)
Degree: Bachelor's
Date: Sat Oct 12, 2013 - 12:00:50 am

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

Dance Technique

SLO 1: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions

Performance

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

Literacy

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.

Technique

SLO 1: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions

Performance

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    

Choreography

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

History

SLO 5: understanding theoretical, conceptual and or historical aspects of dance

Literacy

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.

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: NA
Other: Senior Portfolio Requirements
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.

Assessment Goal #1: Evalaute the degree of kinesthetic proficiency of BA and BFA dance majors through a technique placement class, concert auditions and targeted assessment class.   

Targeted SLO: kinesthetic proficiency and conceptual understanding of various kinds of dance from diverse geographic regions

Assessment Goal #2: Evaluate the degree to which our BA and BFA dance majors are effectively engaging in student-directed rehearsals.

Targeted SLO: ability to effectively engage in the rehearsal process and demonstrate intended stylistic nuances, technically accuracy, musicality and creative intent in dance performance.

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.

For assessment Goal #1 the evidence collected was faculty observation notes from the placement class, concert auditions and required assessment class as well as video excerpts. 

For assessment Goal #2 the evidence collected was faculty observation and choreographer feedback. 

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

For assessment goal #1, 35 dance majors participated in the placement class, auditions and assessment class.

For assessment goal #2, 22 dance majors participated in faculty observed rehearsals.   

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: Guest Artists

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.

For assessment goal #1, the results concluded that for kinesthetic proficiency our students represent a wide range of proficiency from novice to advance. There was a direct correlation between numbers of semesters in the program to degree of proficiency. Students in their sixth semester or higher represented the largest portion of proficiency. There was also a correlation between the course levels of technique that students were taking and their degree of proficiency. We have a population of new majors that demonstrated below novice levels of kinesthetic proficiency, which will potentially make it difficult for them to achieve the targeted SLO in the desired timeframe for degree completion. Of the 35 students, 7 were novice or below novice, 10 were partially proficient, and 18 were proficient or advanced. Furthermore, kinesthetic proficiency is a broad term that represents many discrete skills and conceptual understandings that function holistically to produce technical and aesthetic accuracy and or proficiency. The 35 students demonstrated ranging levels of strengths and weaknesses towards each of the elements that equate to kinesthetic proficiency. Aggregated data of proficiency in each discrete area of kinesthetic proficiency was not collected, but serves as a goal we are moving towards in the future. 

Assessment Goal #2: the results concluded that our program is making positive progress towards increasing students’ ability to effectively engage in student-directed rehearsals. Several years back, in response to growing student concern, our faculty devised a rehearsal conduct policy for student rehearsals. In faculty observations of student rehearsals, it was evident that the target SLO was being reached proficiently by the majority (18 students). The remaining four students were partially proficient with areas for growth in industry communication standards, choreography retention, and physical preparation.   

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

For assessment goal #1 the results will be used to identify key discrete skills and conceptual understandings within kinesthetic proficiency that students need the most growth. Instructional goals and efforts by the faculty will uniformly target the identified areas during the 2013-2014 academic year. Faculty will devise key learning activities to support the growth and understanding   

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.

Beyond the results the faculty is aware that moving beyond professional judgement to rubrics is a needed next step. 

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.

N/A