Unit: Theatre & Dance
Program: Dance (MA, MFA)
Degree: Master's
Date: Wed Nov 13, 2013 - 4:09:59 pm

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

MA - Culture and Performance Studies

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 - 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.

MFA DANCE

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.

Department Website URL: http://manoa.hawaii.edu/dance/
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
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.

Targeted Assesssment Question: 

  • What is the research quality and professional merit of the original scholarship produced by our MA and MFA dance graduate students?

Targeted SLOs:  Our assessment question targets the following SLOs: 

  • MA(caps)# 2: effective oral and communication skills that demonstrate critical thinking ability and understanding of scholarly dance research concepts and related topics.
  • MA#5: ability to conduct and report on scholarly dance ethnology research in oral, written, and other forms.
  • MA(ed)#3: effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance education concepts and related topics.
  • MFA #2: Effective oral and written communication skills that demonstrate critical thinking ability and understanding of dance concepts and related topics.
  • MFA#3: Ability to critically evaluate sources and clearly differentiate between one’s ideas and the ideas of others

Specifically within those SLOs was the connection to the research and reporting process. 

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.

Evidence for assesment goal #1 included 

  • Student research papers
  • Student IRB applications 
  • Student professional conference submission
  • Student GSO application
  • Mock Conference Presentation to program faculty and invited UH and Community representatives
  • Research/Paper Presentation at a Professional Conference 
  • Feedback from Conference Presentation
  • Student written and oral self reflections
  • Follow-Up presentation to program faculty, college Dean and UH and Community Representatives 

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

12 dance graduate students submitted evidence.  

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: Professional Conference reviewal

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

The assessment results indicated that. 

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

The results will be used to 

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.

The 

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