Unit: Music
Program: Music (BA, BMus)
Degree: Bachelor's
Date: Mon Oct 14, 2013 - 12:26:54 pm

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

1) Performance Skills. All students, regardless of career plans, should grow in musicianship during their time at UHM.  Performance skills encompass technical skill on an instrument or voice, ability to perform in an ensemble, confidence and stage presence, and perhaps most importantly, aesthetic judgment. Recognizing that each student brings a unique background of preparation and aptitude to college-level music study, the department chooses to emphasize improvement and growth rather than the attainment of a uniform technical standard.

2) Basic Musicianship. The ability to hear, analyze, read, and write music is essential to musical study and the music profession. These skills fall under the general category of music theory and aural skills.

3) Knowledge of Literature. Knowledge of music history is essential in connecting the music programs to the broad liberal background of the university as a whole.

4) Cross-cultural appreciation and understanding of diverse musical traditions. Experiences in ethnomusicology develop attitudes and skills for engaging musical and cultural diversity. They relate directly to the University's commitment to educating for a multicultural and diverse community. They foster multiple intelligences in a cross-cultural setting.

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

Department Website URL: http://www.hawaii.edu/uhmmusic/students/Student%20Learning%20Outcomes.pdf
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: http://manoa.hawaii.edu/assessment/archive/pdf/2005/2005Music.pdf

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.


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.)

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.

We are still in the process of completing our national accreditation with NASM (National Association of Schools of Music). Throughout the past year, we have continued to rework and revise our curricula to align with their standards. We have made slight adjustments here and there, but our general curricula have remained the same.

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 gathered includes student success in individual courses and in respective degrees; exit interviews with students; post-graduation professional activity.

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

Every faculty member submits assessment evidence through performance juries and public performances or though academic evaluation. Because the data is artistic in nature, it is basically assessed as pass or fail, both on the part of the students and on the part of the faculty. 

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)

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)

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

We are pleased with the progress of our department and the high standards we continue to pursue. NASM reports have been received in a positive manner, and we look forward to finishing the accreditation process.

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

Again, we hope to complete the requirements for NASM.

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 assessment efforts helped us greatly in our pursuit of accreditation. Curriculum maps show a clear path for each degree, and we were able to successfully link each of our department SLOs to NASM standards.

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.