Institutional Planning, Assessment & Research 2010 Institutional Planning, Assessment & Research Assessment Review Committee Report College of Fine Arts and Communication (CFAC) Jeffrey Ward, Associate Dean for Assessment April 7, Institutional Planning, Assessment, and Research

COLLEGE OF FINE ARTS AND COMMUNICATION ASSESSMENT REVIEW PROCESS STEP ONE: UAC’s input results and actions and follow-up to actions in TracDat by September 15 in consultation with the Interim Associate Dean for Assessment, if necessary. STEP TWO: School Director, using a Word document version of the IPAR Review Rubric, provides feedback to UAC. If deemed appropriate by the school director, a copy of these rubrics can be made available to the Interim Associate Dean for Assessment. UAC’s make changes based on director feedback, if necessary. Faculty reviews and approves plan by October 1. STEP THREE: Interim Associate Dean for Assessment reviews and provides feedback to UAC. UAC makes changes based on Associate Dean for Assessment feedback, if necessary, by October Institutional Planning, Assessment & Research

COLLEGE OF FINE ARTS AND COMMUNICATION ASSESSMENT REVIEW PROCESS Buddo  Art Education (MAED)  Art Studio (BFA)  Dance Performance (BFA)  Theatre Foundations  Communication (BS)  Communication Foundations  Theatre Arts (BFA)  Dean’s Office (CFAC) Morrissey  Jazz Studies (U Certificate)  Music Education (MM)  Music Performance (BM)  Music Therapy (BM)  Music Theory/Composition (BM)  Music Theory/Composition (MM)  Institute of Outdoor Drama (CFAC) Prividera  Certificate of Advanced Performance Studies (CAPS)  Dance Foundations  Music Education (BM)  Music Foundations  Music Performance (MM)  Suzuki Pedagogy (U Certificate)  Suzuki Pedagogy (G Certificate)  SRAPAS (CFAC) Ward  Art Education (BFA)  Art Studio (MFA)  Art Foundations  Art History (BA)  Communication (MA)  Dance Education (BFA)  Theatre Arts Education (BFA) Institutional Planning, Assessment & Research

Component Data DevelopingAcceptableProficient Outcome21963 Means of Assessment Criteria for Success Results Actions Taken Follow-Up to Actions Taken Institutional Planning, Assessment & Research

Data Visualization Institutional Planning, Assessment & Research

Best Practices – “Closing the Loop” BFA in Theatre Arts Outcome: Students’ Voices: Students work to improve their voices and to lessen the amount of vocal fry, nasality, and glottal attacks in their voices. Means of Assessment: Recording students' voices at the beginning and the end of the semester, and listening to and assessing the improvement with the instructor and the student. Criteria for Success: At least 95% of the students should achieve "Moderate Improvement" or above in all three areas of eliminating vocal fry, nasality, and glottal attacks. At least 50% of the students should achieve "Marked Improvement" in all three areas. Please see attached Rubric.Rubric Results: 96% of the students achieved "Moderate Improvement" in all three categories. At least 50% of the students achieved "Marked Improvement" in all three categories. Goal was met in all three categories. See attached document for a summary of results Institutional Planning, Assessment & Research

Best Practices – “Closing the Loop” BFA in Theatre Arts Actions Taken (based on analysis of results): Although the goal for glottal attacks was met, faculty decided to continue to focus efforts on eliminating glottal attacks in the students' voices. More emphasis was placed on linking sounds in the warm up, as well as on individual notes to students Institutional Planning, Assessment & Research

Best Practices – “Closing the Loop” BM in Performance Outcome: Education for a New Century (Global and Local Issues) : Uses disciplinary concepts to explain how global and local issues are interconnected. Means of Assessment: Course-embedded assessment (MUSC 2248) are given at the beginning and end of the course that examines a set of five competencies including cultural knowledge, performance practices, modes of conceptualization, stylistic features, and music- making behaviors in six geographic regions (Latin America, Sub-Saharan Africa, West Africa, North America, Andean region, Bali). The measure reflects the students’ understanding of multicultural idioms and participation in non-Western musical ensembles. The study of alternate principles for organizing musical elements and structures challenges the perspective of a single “dominant culture,” thus offering a broader view for the conceptualization of music. Concomitantly, the assimilation of diverse musical languages (i.e., global) also affords a deeper understanding of Western (local) vocabulary, thereby enhancing the student’s musical practice (local), including instrumental performance, analytical thinking, creative composition and improvisational technique Institutional Planning, Assessment & Research

Best Practices – “Closing the Loop” BM in Performance Criteria for Success: Posttest student scores increase from pretest means in 85% of students Results: 3 of 3 (100%) students’ scores increased from pretest to posttest. Actions Taken (based on analysis of results): The criterion for success was met for this objective in all categories for Spring The instructor implemented a more integrative approach to the application of theory and practice in several of the musico-cultural units to better meet the program’s mission of developing professional educators with diverse perspectives of their core and teaching areas. This implementation facilitates the performance component of the assessment (i.e., Sub-Saharan polyrhythmic drumming, Andean Sikuris, and Indonesian Kecak) Institutional Planning, Assessment & Research

Substantive Changes BS in Communication Description of Changes: After analyzing data from the past two to three years, School of Communication faculty examined and revised their curriculum, focusing assessment efforts on: Writing Skills Speech Global Initiatives Research Skills This change in the focus of assessment was rooted in their Strategic Planning process: “SOC faculty takes an integrated approach to the processes and practices of human and media communication combining scholarly thinking and research with the competencies addressed in the outcomes.” Institutional Planning, Assessment & Research

Rubric and Review Process Feedback ARC meeting as a group and presenting their initial reviews was an excellent practice: –Allowed more experienced reviewers to provide feedback to less experienced reviewers –Provided wider perspective to all reviewers –Allowed for the opportunity to offer the most sophisticated and unified feedback, as it was crafted in some cases by four people rather than one –Increased the inter-rater reliability of the review, while still allowing for independent opinions Institutional Planning, Assessment & Research

Rubric and Review Process Feedback Members of the ARC recommended that the rubric be more holistic in nature rather than based on every component of the assessment report. –Format rubric to be based on larger sections of the assessment report: Plan (Outcome, Means of Assessment, Criteria for Success) Actions Taken, Results, and Analysis Actions Planned –Rubric should address other assessment policies, such as: At least one outcome has multiple means of assessment Strategic outcome –As all outcomes will be sent to external reviewers, all outcomes within a program should be reviewed Institutional Planning, Assessment & Research

Rubric and Review Process Feedback Institutional Planning, Assessment & Research Developing Areas Program Outcome Short NameComponent Reviewer's Comments (please copy and paste)Response Revision of component in TracDat (please copy and paste from revised TracDat) Music Foundations Practice and History AT Can you clarify -- how does this improve/enhance student learning? The criterion for success for this outcome was met by the Spring 2013 results. The instructor creates a list of live musical performances representing a variety of genres, increasing the breadth of the musical experiences of students.