2010 MASTER PLAN/PROGRESS REPORT

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1 2010 MASTER PLAN/PROGRESS REPORT Academic Program: Bachelor of Music in Music Performance Band or Orchestral Instrument Concentration Jazz/Commercial Music Piano Concentration Piano Pedagogy Concentration Voice Concentration Person Responsible: Dr. Michael Buckles, Dr. Carol Lines, Dr. Christy Vogt, and Michele Martin Date Submitted: May 24, 2010 Mission: The Music Performance Program provides the major initial professional competence in the chosen area of performance specialization that leads to advanced graduate studies with application to a career in university and/or private studio teaching and/or a professional career. Program graduates demonstrate 1) significant technical mastery, 2) a broad knowledge of music and music literature, 3) the capability to produce work and solve problems independently, 4) the ability to integrate musical knowledge and skills and communicate musical ideas and concepts, and 5) a coherent set of artistic/intellectual goals which are evident in their work. Five performance concentrations are provided for: Orchestral/Band Instrument, Jazz/Commercial Music, Piano, Piano Pedagogy and Voice. Institutional Mission Reference: The Music Performance Program supports the university s mission by 1) providing a baccalaureate curriculum with numerous concentrations distinguished by academic excellence and reflective of the best current professional practices in design and pedagogy; 2) promoting major success through excellence in teaching, effective integration of current technology into its curse work, continuous program assessment, effective academic advising, and individual student mentoring; 3) establishing and maintaining university-community collaboration through the program s cultural and educational objectives and projects; 4) maintaining a sense of community that encourages intellectual-creative endeavor, ethical and civic responsibility, and respect for cultural diversity; 5) cultivating the skills necessary for critical and effective expression through general studies course work and varied performance and teaching experiences; and 6) promoting an understanding of the global multicultural community through course work and performance projects. Assessment Methods Utilized: Standardized Exam (nationally normed) Standardized Exam (state-normed) Major Field Examination X Internally-developed Examination - Performance Rubric for: Major Performance Area Entrance Diagnostic MUSC 200-Admission to Upper Division MUSC 399-Junior Recital Student Opinion Survey (SOS) National Survey of Student Engagement (NSSE) X Employer Survey X Graduate Survey Alumni Survey Data Repository Location: SFAA 204 Department of Performing Arts Office SFAA 204 Department of Performing Arts Office SFAA 204 Department of Performing Arts Office SFAA 204 Department of Performing Arts Office

2 X Exit Survey/Interview/Exam X Scoring of Essay: FFND 101-Initial Statement of Intent Essay Rubric MUSC 200-Developed Statement of Intent Essay Rubric MUSC 485-Refined Statement of Intent Essay Rubric MUSC 261-research presentation/report rubric MUSC 445- post essay rubric X Portfolio Evaluation MUSC 485-Professional Portfolio rubric X Capstone Project: MUSC 492-Senior Recital Performance rubric Program Notes/Research Analysis Project Rubric X Presentation : MUSC 261-final research project/presentation rubric MUSC 363-final research written project rubric X Research Paper: MUSC 447-Research Project Rubric X Research Project: MUSC 201-final composition project rubric MUSC 202-final research project rubric Excel Spreadsheet Access Database Other - Please describe: Entrance Theory Diagnostic Rubric MUSC 202L-final proficiency rubric PIAN 216-barrier/proficiency rubric SFAA 204 Department of Performing Arts Office

3 Student Learning Outcome 1: Graduates apply critical thinking in academic and professional environments. Expected Level of Achievement Critical Thinking Achievement Defined in Music Performance Program Program Completers possess 1. the ability to form and defend value judgments about music; 2. the ability to produce musical work and solve professional problems independently; 3. an understanding of procedures for realizing a variety of musical styles; and 4. a developed set of artistic/intellectual goals which are evident in their own work. Major Performance Area Entrance Diagnostic Critical Thinking Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet 70% of entering program candidates earn a score of 5 (scale of 0-9) or above on the Major Performance Area Entrance Diagnostic rubric measuring three indicators related to critical thinking: musicianship expression/musicality sight reading Performance Evaluation: a performance presentation before the appropriate instrument/keyboard/vocal performance board that provides a formal review of the program candidate s acquired technical and Actual Data From Assessment Twelve new program candidates entered the performance major degree. Eight entering program candidates (67%) earned a score of 5 or above. Expected Level of Achievement was not met. Entrance Diagnostic Critical Thinking Indicators Concentration Number of Candidates Number Earning 5 or above Instrumental Jazz/Commercial 0 0 NA Piano/Piano Pedagogy Voice Program Total Actions/Decisions A Three of the four students who did not earn a 5 or above on the critical thinking indicators were placed in their major performance lessons at the 100- level to improve their basic skills in musicianship, expression/ musicality and sight reading. Credit for 100- level performance courses cannot be used toward degree requirements. R The Music Performance Policies and Procedures Manual will be updated in summer 2010 with changes approved by the Music Performance Coordinators Committee (MPCC) in

4 musical skills, stylistic and repertoire knowledge, and ability to interpret and communicate through their medium. Major Performance Area MUSC 200 Critical Thinking Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet Sophomore Performance Evaluation - MUSC % of program candidates earn a score of 6 (scale of 0-9) or above on the three indicators related to critical thinking included on the MUSC 200 (Admission to Upper-Division Performance Study) rubric: musicianship expression/musicality sight reading 75% of program candidates complete MUSC 200 requirement on first attempt. Recital Evaluation: an advertised public presentation, evaluated by the appropriate performance board, that provides a formal review of the program candidate s acquired technical and musical skills, repertoire, musical styles and performance practices knowledge, and ability to interpret and communicate through their medium. MUSC 399 Critical Thinking Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet Junior Recital Evaluation MUSC % of program candidates earn a score of 6 (sale of 0-9) or above on the three indicators related to critical Six program candidates enrolled in MUSC 200. Three program candidates (50%) earned a score of 6 or above. Four program candidates (67%) completed this requirement on the first attempt. Expected Levels of Achievement were not met. MUSC 200 Critical Thinking Indicators Concentration Number of Candidates Number Earning 6 or above Instrumental Jazz/Commercial Piano/Piano Pedagogy Voice Program Total Two program candidates enrolled in and completed MUSC 399. Neither program candidate completed the sight reading indicator. Both program Two students received a U in the MUSC 200 and will retake the MUSC 200 performance barrier in a future semester. M Because of low enrollment in MUSC 200, M Because of low enrollment in MUSC 399,

5 thinking included in MUSC 399 (Junior Recital) rubric: musicianship expression/musicality sight reading 85% of program candidates complete this requirement on first attempt. Major Performance Area MUSC 492 Critical Thinking Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet Senior Recital Evaluation MUSC % of program completers earn a score of 6 (scale of 0-9) or above on the three indicators related to critical thinking included in the MUSC 492 (Senior Recital for Music Performance) rubric: musicianship expression/musicality sight reading 90% of program completers pass the MUSC 492 requirement on first attempt. 400-Level Major Performance Area Written Research Project Critical Thinking Indicators (3 indicators/5-point scale) Exemplary Exceeds 8-10 Meets candidates (100%) earned a score of 4 or above. Two program candidates (100%) completed this requirement on the first attempt. Expected Levels of Achievement were met. MUSC 399 Critical Thinking Indicators Concentration Number of Candidates Number Earning 4 or above Instrumental 2 2 Jazz/Commercial 0 0 NA Piano/Piano Pedagogy 0 0 NA Voice 0 0 NA Four program completers enrolled in and completed MUSC 492. Three program candidates completed all indicators; of those, 100% earned a score of 6 or above. One program completer was reported with only two indicators (no sight reading). That program completer earned a score of 5.33 (above the level expectation for two indicators). Four program candidates (100%) passed MUSC 492 on the first attempt. Expected Levels of Achievement were met with partial data reported. MUSC 492 Critical Thinking Indicators Concentration Number of Candidates Number Earning 9 or above Instrumental Jazz/Commercial /6 Piano/Piano Pedagogy 0 0 NA Voice R The MPPC recommended that sight reading be removed from the critical thinking indicators assessing MUSC 399 since this activity was evaluated at the 200-level. A Stage Presentation indicator will be added to the assessment rubric. R The Performance Assessment Rubric will be revised to make clear at which levels of evaluation sight-reading is required. Additionally, the Music Performance Policies and Procedures Manual will be updated to reflect this change. M Because of low enrollment in MUSC 492, R The Performance Assessment Rubric will be revised to make clear at which levels of evaluation sight-reading is required.

6 5-7 Needs improvement 0-4 Does Not Meet 85% of program candidates earn a score of 10 or above on the Major Performance Area Research Project (400-level) assessment rubric which measures the program candidate s ability to synthesize their knowledge of theoretical analysis techniques, historic/style elements, and research skills into a written project. MUSC 202/MUSC 261/MUSC 363 Critical Thinking Indicators Rubric Scale 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet 75% of program candidates earn a score of 6 (scale of 0-9) or above on the critical thinking indicators of the MUSC 202 (Advanced Theory II) final research project rubric. 75% of program candidates earn a score of 6 (scale of 0-9) or above on the critical thinking indicators of the MUSC 261 (Introduction to Music History and Literature) final verbal presentation/research project rubric Four program completers enrolled in and completed the 400-level major performance area written research project. The final projects of three program candidates were evaluated utilizing all indicators; of those, two (67%) earned a score of 10 or above. Expected Level of Achievement was not met. 400-Level Major Performance Area Written Project Critical Thinking Indicators Concentration Number of Number Candidates Earning 10 or above Instrumental Jazz/Commercial Piano/Piano Pedagogy 0 NA NA Voice Program Total Spring One program candidates enrolled in MUSC 202. One program candidate completed the course and the final research project. One program candidate (100%) earned a score of 6 or above (average score = 9). Spring Two program candidates enrolled in MUSC 261. One program candidate completed the course and the final project. That program candidate (100%) earned the score of 6 or above (average score = 8). A On a recommendation from the MPPC, the Major Performance Area Research Project was incorporated into MUSC 492 and the appropriate forms were filed with the McNeese QEP Committee to have MUSC 492 declared a writing enriched course within the discipline. This QEP Committee has yet to act upon the submitted request. Once approved by the QEP Committee, a curriculum change request will be sent to the University Curriculum Committee describing this change and increasing MUSC 492from 3 to 4 credit hours and deleting the performance area credit requirement from the degree. R The MPPC recommended that the expected level of achievement benchmark be lowered from 85% to 80% to reflect more realistic outcome expectations. M Because of low enrollment in the Major Performance Area Research Project, the MPPC will analyze and monitor this data over a three-year cycle [spring 2009-spring 2011] before recommending major change to the project content. M Because of low enrollment in MUSC 202, A While the critical thinking indicators meet expectations, the MUSC 261 instructor will modify the course to further strengthen these indicators with additional reading/worksheet requirements and group/pairs projects. Additionally, the mid-term oral project will be videoed for student review and comment.

7 80% of program candidates earn a score of 6 (scale of 0-9) or above on the critical thinking indicators of the MUSC 363 (Music History II) final written research project rubric. 4.00/5.00 average response on the Graduating Student Exit Survey (GSES) questions relating to the program completer s perception of the success of the curriculum in developing their ability to use critical thinking as a professional musician. 4.00/5.00 average response on the Graduate Survey (GS) and Employer Survey (ES) on questions relating to critical thinking skills outcomes and their long term impact on the graduates effectiveness as professional musicians. Spring Five program candidates enrolled in MUSC 363. Four completed the course and the final written project. Four program candidates (100%) earned a score of 6 or above (average score = 7.75) Four program completers responded to questions on the GSES. GSES Critical Thinking/Problem Solving Questions Concentration Response # Instrumental Total Jazz/Commercial Total Piano/Piano Pedagogy Total 0 NA Voice Total Program Total GS. No data available ES. No data available. M Because of low enrollment in MUSC 261, M Because of low enrollment in MUSC 363, D The GS is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan. D The ES is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan.

8 Student Learning Outcome 2: Graduates formulate and express ideas effectively through oral, written, and/or technological communications in academic and professional environments. Expected Level of Achievement Communication and Technology Achievements Defined within Music Performance Program Program completers possess 1. the technical and musical skills requisite for artistic self-expression in the concentration area; 2. the ability to communicate musical ideas, concepts, and requirements to music professionals and lay persons related to the practice of the major field; 3. the ability to defend musical judgments through oral and written communication; and 4. the ability to use technologies current to concentration area. FFND 101 Written Communication Rubric (5 indicators/5-point scale) Exemplary Exceeds Meets 8-12 Needs improvement 0-7 Does Not Meet 70% of first-time freshmen program candidates earn a score of 15 (scale of 0-25) or above on the FFND 101 Statement of Intent Writing Project Assessment Rubric. MUSC 200: Statement of Intent (Developed) 75% of program candidates earn a score of 15 or above on MUSC 200 philosophy statement rubric. MUSC 485: Statement of Intent (Refined) 85% of program completers earn of score of 15 or above on MUSC 485 philosophy statement evaluation Actual Data From Assessment Fall Eight freshmen program candidates enrolled in FFND 101. Five freshmen program candidates completed the Statement of Intent Writing Project. Four (80%) earned a score of 15 or above (average score = 18.2) No data available In the developed course rotation, MUSC 485 will not be taught until spring Actions/Decisions M Because of low enrollment in MUSC 399, A This project was not included in the MUSC 200 course requirements. In , it will be included in the course syllabus and an appropriate assessment rubric will be utilized. A Appropriate forms will be submitted to the McNeese QEP Committee to request that MUSC 485 be approved as a Writing Enriched Course in the

9 MUSC 399/MUSC 492 Oral Communication Indicators 5-6 Exceeds 3-4 Meets 1-2 Needs improvement 0 Does Not Meet Junior Recital Evaluation MUSC % of program candidates earn a score of 4 or above on the indicators related to communication: expression/musicality stage presence on the MUSC 399 performance assessment rubric. Senior Recital Evaluation MUSC 492 (Performance) 85% of program candidates earn a score of 4 or above on the indicators related to communication: expression/musicality stage presence on the MUSC 492 performance assessment rubric. MUSC 485/400-Level Major Performance Area Written Research Project Written Communication Rubric (5 indicators/5-point scale) Exemplary Exceeds Meets 8-12 Needs improvement 0-7 Does Not Meet Two program candidates enrolled in and completed MUSC 399. Two program candidates (100%) earned a score of 4 or above. MUSC 399 Oral Communication Indicators Concentration Number of Number Candidates Earning 4 or above Instrumental Jazz/Commercial 0 NA NA Piano/Piano Pedagogy 0 NA NA Voice 0 NA NA Program Total Four program completers enrolled in MUSC 492. Three program candidates (75%) earned a score of 4 or above. Expected Level of Achievement was not met. MUSC 492 Oral Communication Indicators Concentration Number of Candidates Number Earning 4 or above Instrumental Jazz/Commercial Piano/Piano Pedagogy 0 0 NA Voice Program Total discipline. M Because of low enrollment in MUSC 399, M Because of low enrollment in MUSC 492,

10 85% of program candidates earn a score of 15 or above on the Major Performance Area Research Project (400-level) assessment rubric which measures the program candidate s ability to synthesize their knowledge of theoretical analysis techniques, historic/style elements, and research skills into a written project. Senior Seminar: Issues of the Profession MUSC % of program candidates earn a score of 15 or above on the resume and writing projects assessment rubric. MUSC 201 Technology Indicators Rubric Scale Exceeds 6-9 Meets 2-5 Needs improvement 0-1 Does Not Meet 75% of program candidates earn a score of 8 or above on the technology indicators of the MUSC 201 (Advanced Theory I) final composition/analysis project rubric. MUSC 202/MUSC 261/MUSC 363 Communication Indicators Rubric Scale 8-9 Exceeds Four program completers enrolled in the 400- level major performance area written research project. The final projects of three program candidates were evaluated utilizing all indicators; of those, all (100%) earned a score of 15 or above. Expected Level of Achievement was met with partial data reported. 400-Level Major Performance Area Written Communication Indicators Concentration Number of Candidates Number Earning 15 or above Instrumental Jazz/Commercial Piano/Piano Pedagogy 0 NA NA Voice No data available. Course will be offered initially in spring Fall Two program candidates completed MUSC 201. Two program candidates (100%) earned a score of 8 or above (average score = 11). A On a recommendation from the MPPC, the Major Performance Area Research Project was incorporated into MUSC 492 and the appropriate forms were filed with the McNeese QEP Committee to have MUSC 492 declared a writing enriched course within the discipline. This QEP Committee has yet to act upon the submitted request. Once approved by the QEP Committee, a curriculum change request will be sent to the University Curriculum Committee describing this change and increasing MUSC 492from 3 to 4 credit hours and deleting the performance area credit requirement from the degree. R The MPPC recommended that the expected level of achievement benchmark be lowered from 85% to 80% to reflect more realistic outcome expectations. A decision will be made once the data is available. M Because of low enrollment in the Major Performance Area Research Project, the MPPC will analyze and monitor this data over a three-year cycle [spring 2009-spring 2011] before recommending major change to the project content. A Appropriate forms will be submitted to the McNeese QEP Committee to request that MUSC 485 be approved as a Writing Enriched Course in the discipline. M Because of low enrollment in MUSC 201, A The Theory Coordinator has expressed concern that evidence seems to point to students who participate in more than two ensembles tend to do poorly in MUSC 201. It is recommended that advisors

11 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet 75% of program candidates earn a score of 6 (scale of 0-9) or above on the written communication indicators of the MUSC 202 (Advanced Theory II) final research project rubric. 75% of program candidates earn a score of 6 (scale of 0-9) or above on the oral communication indicators of the MUSC 261 (Introduction to Music History and Literature) final verbal presentation/ research project rubric. 80% of program candidates earn a score of 6 (scale of 0-9) or above on the written communication indicators of the MUSC 363 (Music History II) final written research project rubric. 4.00/5.00 average response on the GSES on questions relating to the program completer s ability to communicate and use technology as a professional musician. Spring One program candidate completed MUSC 202. One program candidate (100%) earned a score of 6 or above (average score = 9). Spring Two program candidates enrolled in MUSC 261. One program candidate completed the course and the final project. One program candidate (100%) earned the score of 6 or above (average score = 6). Spring Five program candidates enrolled in MUSC 363. Four completed the course and the final written project. Four program candidates (100%) earned a score of 6 or above (average score = 8.25) Four program completers responded to the GSES. Expected Levels of Achievement were met. GSES - Program Enhanced Communication Skills Concentration Response # Instrumental Total Jazz Commercial Total Piano/Piano Pedagogy Total 0 NA Voice Total Program Total GSES - Program Enhanced Technology Skills Concentration Response # Instrumental Total begin tracking ensemble participation for those enrolled in MUSC 201. At the conclusion of the semester, individual success rates will be reported to academic advisers and the department head. The data will be collected through spring 2012 and then analyzed for trends. M Because of low enrollment in MUSC 202, A While the communication indicators meet expectations, the MUSC 261 instructor will modify the course to further strengthen these indicators with additional reading/worksheet requirements and group/pairs projects. Additionally, the mid-term oral project will be videoed for student review and comment. M Because of low enrollment in MUSC 261, M Because of low enrollment in MUSC 363,

12 4.00/5.00 average response on the GS and ES on questions relating to communication and technology outcomes and their long term impact on the graduates effectiveness as a musician and teacher. Jazz/Commercial Total Piano/Piano Pedagogy Total 0 NA Voice Total Program Total GS. No data available ES. No data available. D Fall The GS is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan. D Fall 2010.The ES is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan.

13 Student Learning Outcome 3: Graduates analyze the global community to make sound judgments in academic and professional environments. Expected Level of Achievement Global Perspective Defined in Music Performance Program Program completers possess 1. an understanding of current musical thought and practice as it relates to the professional musician and the evolution of contemporary world music and culture; 2. an understanding of music and music literature within its global cultural and historic contexts; 3. an ability to evaluate, understand, and respect a variety of musical repertoires. 4. an understanding of significant ethical and professional issues related to a career of performance and music teaching within a global arena. Actual Data From Assessment Actions/Decisions 75% of program candidates will correctly answer 6 or more out of 8 analyses of global perspective questions on the MUSC 261 (Introduction to Music History and Literature) post test. MUSC 261/MUSC 363/MUSC 447 Global Perspective Indicators Rubric Scale 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet 75% of program candidates will earn a score of 6 (0-9) or above on the analysis of global perspective indicators of the MUSC 261 (Introduction to Music History and Literature) final verbal presentation/research project rubric. 80% of program candidates earn a score of 6 (scale of 0- Spring Two program candidates enrolled in MUSC 261. One completed the post test. One program candidates (100%) correctly answered 6 or more out of 8 questions on the post test (average score = 7.00). Spring Two program candidates enrolled in MUSC 261. One completed the course and the final verbal presentation/research project. One program candidates (100%) earned a score of 6 or above (average score = 8.00). Spring Five program candidates enrolled in MUSC A While the global community indicators meet expectations, the MUSC 261 instructor will modify the course to further strengthen these indicators with additional reading/worksheet requirements and group/pairs projects. Additionally, the mid-term oral project will be videoed for student review and comment. M Because of low enrollment in MUSC 261, M Because of low enrollment in MUSC 363,

14 9) or above on the analyses of global perspective indicators of the MUSC 363 (Music History II) final written research project rubric. 80% of program candidates earn a score of 6 (scale of 0-9) or above on the analyses of the global perspective indicators of the MUSC 447 (Literature of the Performance Major) final written research project. Senior Seminar: Issues of the Profession MUSC % of program candidates earn a score of 15 (scale of 0-25) or above on the project assessment rubrics pertaining to global perspective written projects Four completed the course and the final written project. Four program candidates (100%) earned a score of 6 or above (average score = 7.75) Three program candidates enrolled in MUSC 447. Three completed the course and final written project. Three program candidates (100%) earned a score of 6 or above (average score = 8.9) No data available. Course will first be offered in spring M Because of low enrollment in MUSC 447, the MPCC will analyze and monitor this data over a A Appropriate forms will be submitted to the McNeese QEP Committee to request that MUSC 485 be approved as a Writing Enriched Course in the discipline. 4.00/5.00 average response on the GSES on question relating to tolerance and diversity and questions on the quality of instruction in music history and literature courses. 4.00/5.00 average response on the GS and ES on questions relating to global perspective outcomes and their impact on the graduates effectiveness as a musician and teacher Four program completers responded to questions on the GSES. Expected levels of achievement were met. Tolerance/Diversity Awareness Evaluation Question Concentration Response # Instrumental Total Jazz/Commercial Music Total Piano/Piano Pedagogy Total 0 NA Voice Total Program Total Quality of Instruction: Music History/Literature Evaluation Question Concentration Response # Instrumental Total Jazz/Commercial Music Total Piano/Piano Pedagogy Total 0 NA Vocal Program Total GS. No data available ES. No data available. D Fall The GS is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan. D Fall 2010.The ES is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan.

15 Student Learning Outcome 4: Graduates possess 1) a conceptual understanding of music theory, musical forms and processes; 2) aural and analytical comprehension as applied to performance and repertory study; and 3) composition and improvisation abilities appropriate to the concentration major, as these areas of music study form a basis for listening, composing, and performing. Expected Level of Achievement MUSC 399/MUSC 492 Objective Four Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet Junior Recital Evaluation MUSC 399 (Performance) 85% of program candidates earn a score of 6 (0-9 scale) or above on the three indicators related to Objective Four included in the 303-level performance study or MUSC 399 (Junior Recital) rubric: musicianship expression/musicality sight singing 85% of program candidates complete this requirement on first attempt. Actual Data From Assessment Two program candidates enrolled in and completed MUSC 399. Neither program candidate completed the sight-reading indicator. Both program candidates (100%) earned a score of 4 or above on the musicianship and expression/musicality indicators. Both program candidates (100%) completed this requirement on the first attempt. Expected Levels of Achievement were partially met. MUSC 399 Objective Four Indicators Concentration Number of Candidates Number Earning 6 or above Instrumental Jazz/Commercial 0 0 NA Piano/Piano Pedagogy 0 0 NA Voice 0 0 NA Actions/Decisions M Because of low enrollment in MUSC 399, R The MPPC recommended that sight reading be removed from the critical thinking indicators assessing MUSC 399 since this activity was evaluated at the 200-level. A Stage Presentation indicator will be added to the assessment rubric. R The Performance Assessment Rubric will be revised to make clear at which levels of evaluation sight-reading is required. Additionally, the Music Performance Policies and Procedures Manual will be updated to reflect this change. Senior Recital Evaluation MUSC 492 (Performance) 85% of program completers earn a score of 6 (0-9 scale) or above on the three indicators related to Objective Four included in MUSC 492 (Performance) rubric: musicianship expression/musicality sight signing Four program completers enrolled in MUSC 492. Three program candidates completed all indicators; of those, 100% earned a score of 6 or above. One program completer was reported with only two indicators (no sight reading). That program completer earned a score of 5.5 (below the level expectation for two indicators). Four program candidates (100%) passed MUSC 492 on the first attempt. R The Performance Assessment Rubric will be revised to make clear at which levels of evaluation sight-reading is required.

16 90% of program completers pass the MUSC 492 requirement on first attempt. 400-Level Major Performance Area Written Research Project Objective Four Indicators (3 indicators/5-point scale) Exemplary Exceeds 8-10 Meets 5-7 Needs improvement 0-4 Does Not Meet 85% of program candidates earn a score of 10 or above on the 400-Level Major Performance Area Written Research Project/ assessment rubric which measures the program candidate s ability to synthesize their knowledge of theoretical analysis techniques, historic/style elements, and research skills in producing advanced program notes. 70% of program candidates earn a score of 75% or above on the Theory Entrance Diagnostic Examination. Expected Levels of Achievement were met with partial data reported. MUSC 492 Objective Four Indicators Concentration Number of Candidates Number Earning 6 or above Instrumental Jazz/Commercial /6 Piano/Piano Pedagogy 0 0 NA Voice Four program completers enrolled in the 400-level major performance area written research project. The final projects of three program candidates were evaluated utilizing all indicators; of those, two (67%) earned a score of 10 or above. Expected Level of Achievement was not met. 400-Level Major Performance Area Written Project Critical Thinking Indicators Concentration Number of Number Candidates Earning 10 or above Instrumental Jazz/Commercial Piano/Piano Pedagogy 0 NA NA Voice Program Total Seven new program candidates completed the theory examination. Five (70%) earned a score of A On a recommendation from the MPPC, the Major Performance Area Research Project was incorporated into MUSC 492 and the appropriate forms were filed with the McNeese QEP Committee to have MUSC 492 declared a writing enriched course within the discipline. This QEP Committee has yet to act upon the submitted request. Once approved by the QEP Committee, a curriculum change request will be sent to the University Curriculum Committee describing this change and increasing MUSC 492from 3 to 4 credit hours and deleting the performance area credit requirement from the degree. R The MPPC recommended that the expected level of achievement benchmark be lowered from 85% to 80% to reflect more realistic outcome expectations. M Because of low enrollment in the Major Performance Area Research Project, the MPPC will analyze and monitor this data over a three-year cycle [spring 2009-spring 2011] before recommending major change to the project content.

17 75% of program candidates earn a score of 70% or above on the MUSC 201 (Advanced Theory I) final project rubric. 75% of program candidates earn a score of 70% or above on the MUSC 202 (Advanced Theory II- Contemporary Music Practice) final research project assessment rubric which measures the program candidate s ability to synthesize their knowledge of theoretical analysis techniques, historic/style elements, technology, and research skills into a project focusing on contemporary repertoire and practice. 75% of program candidates earn a score of 70% or above on the MUSC 202L (sight-reading/ear training) proficiency examination rubric; 75% of program candidates complete proficiency requirement on first attempt. MUSC 261 Rubric Scale Objective Four Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet 75% of program candidates earn a score of 6 (scale of 0-9) or above on the Objective Four indicators of the MUSC 261 (Introduction to Music History and Literature) final research project rubric. 75%. Fall Two program candidates enrolled in MUSC 201. Two (100%) earned a score of 70% or higher on the MUSC 201final written analysis project rubric (average score=80%). Spring One program candidates enrolled in MUSC 202. One (100%) candidate earned a score of 70% or higher on the MUSC 202 final written research/analysis project rubric (average score=86%). Spring One program candidates enrolled in MUSC 202L. One (100%) candidate earned a score of 70% or higher. 100% of the candidates completed the proficiency requirement on the first attempt. Expected levels of achievement were met. Spring One program candidate enrolled in MUSC 261. One completed the course and the final project. One program candidate (100%) earned the score of 6 or above (average score = 7). M Because of low enrollment in MUSC 201, A The Theory Coordinator has expressed concern that evidence seems to point to students who participate in more than two ensembles tend to do poorly in MUSC 201. It is recommended that advisors begin tracking ensemble participation for those enrolled in MUSC 201. At the conclusion of the semester, individual success rates will be reported to academic advisers and the department head. The data will be collected through spring 2012 and then analyzed for trends. M Because of low enrollment in MUSC 202, M Because of low enrollment in MUSC 202L, the MPPC will analyze and monitor this data over a A While Spring 2010 MUSC 202L candidates met expected levels of achievement, there is concern that some of these (and future) MUSC 202L candidates begin the course with deficiencies. The MPPC recommended that the theory faculty meet, discuss, and recommend changes in content, methodologies and sequencing in MUSC101L and 102L. A While the Objective #4 indicators meet expectations, the MUSC 261 instructor will modify the course to further strengthen these indicators with additional reading/worksheet requirements and group/pairs projects. Additionally, the mid-term oral

18 project will be videoed for student review and comment. M Because of low enrollment in MUSC 261, 4.00/5.00 mean response on the GSES on questions relating to the program completer s opinion concerning the quality of instruction in music theory, analysis and composition courses. 4.00/5.00 mean response on the GS and ES on questions relating to the quality of instruction in music theory, analysis and composition courses and their long term impact on the effectiveness of graduates effectiveness as a musician and teacher Four program completers responded to questions on the GSES. Quality of Instruction: Music Theory/Analysis/ Composition Courses Evaluation Questions Concentration Response # Instrumental Total Jazz/Commercial Music Total Piano/Piano Pedagogy Total 0 NA Voice Total Total for all Concentrations GS. No data available ES. No data available. D Fall The GS is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan. D Fall 2010.The ES is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan.

19 Student Learning Outcome 5: Graduates possess professional entry-level competence in the major performance area, including significant technical mastery, knowledge of applicable repertory, capability to produce work and solve professional problems independently, a coherent set of artistic/intellectual goals which are evident in their work, and orientation to and experience in the fundamentals of pedagogy. Expected Level of Achievement Performance Competencies Program completers possess 1. Technical skills requisite for artistic selfexpression in the concentration; 2. An overview understanding of the repertory in the major concentration and the ability to perform from a cross-section of that repertory; 3. The ability to read at sight at a level relevant to professional standards appropriate for the particular concentration; 4. Knowledge and skills to work as a leader and in collaborations on matters of musical interpretation; and 5. Keyboard competency. Major Performance Area MUSC 492 Instrumental Rubric Exceeds 8-12 Meets 13-7 Marginally Meets 0-2 Does Not Meet Vocal Rubric Exceeds 9-14 Meets 3-8 Marginally Meets 0-2 Does Not Meet Senior Recital Evaluation MUSC % of instrumental and keyboard program completers earn a score of 10 or above and 85% of the vocal program completers earn a score of 12 or above on the MUSC 492 (Senior Recital for Music Performance) assessment rubric; 90% of program completers pass the MUSC 492 requirement on first attempt. Actual Data From Assessment Four program completers enrolled in and completed MUSC 492. Three earned the score of 10 or above on the instrumental performance rubric. One earned the score of on the vocal performance rubric. Three of four program completers (75%) earned the appropriate score or above. Four program completers passed the MUSC 492 requirement on the first attempt. Actions/Decisions M Because of low enrollment in MUSC 492,

20 Expected levels of achievement were partially met. 400-Level Major Performance Area Written Research Project Objective Four Indicators (5 indicators/5-point scale) Exemplary Exceeds Meets 8-12 Needs improvement 0-7 Does Not Meet 85% of program candidates earn a score of 15 or above on the 400-Level Major Performance Area Written Research Project/ assessment rubric which measures the program candidate s ability to synthesize their knowledge of theoretical analysis techniques, historic/style elements, and research skills in producing advanced program notes. 80% of program completers earn a score of 10 or above on the MUSC 445 (Pedagogy for Performance Majors) or MUSC (Piano Pedagogy Senior- Level Teaching Practicum) evaluation indicators which measures the program candidate s ability to synthesize fundamental knowledge of pedagogical methods and repertoire MUSC 445/ Objective Four Indicators (3 indicators/5-point scale) MUSC 492 Composite Rubric Concentration Number of Completers Instrumental Total Jazz/Commercial Music Piano/Piano Pedagogy Total 0 NA Voice Total Four program completers enrolled the 400- level major performance area written research project. The final projects of three program candidates were evaluated utilizing all indicators; of those, three (100%) earned a score of 15 or above Expected Level of Achievement was met with partial data reported 400-Level Major Performance Area Written Project Objective Four Indicators Concentration Number of Completers Instrumental Total 2 22 Jazz/Commercial Music 1 0 Piano/Piano Pedagogy Total 0 NA Voice Total Four program completers enrolled in and completed MUSC 445. Three program completers (75%) earned a score of 10 or above. Expected Level of Achievement was not met MUSC 455 and MUSC 456 were not offered. MUSC 445 Objective Four Indicators A On a recommendation from the MPPC, the Major Performance Area Research Project was incorporated into MUSC 492 and the appropriate forms were filed with the McNeese QEP Committee to have MUSC 492 declared a writing enriched course within the discipline. This QEP Committee has yet to act upon the submitted request. Once approved by the QEP Committee, a curriculum change request will be sent to the University Curriculum Committee describing this change and increasing MUSC 492from 3 to 4 credit hours and deleting the performance area credit requirement from the degree. R Change expected level of achievement benchmark from 85% to 80% to reflect more realistic expectations. M Because of low enrollment in the Major Performance Area Research Project, the MPPC will analyze and monitor this data over a three-year cycle [spring 2009-spring 2011] before recommending major change to the project content. A Graduate responses indicated a desire for increased pedagogical experiences. The MPPC recommends that one studio session of MUSC 190 each semester be utilized as a lab band or lab choir for MUSC 408 (conducting) students. M Because of low enrollment in MUSC 445 and MUSC , the MPPC will analyze and monitor this data over a three-year cycle [spring 2009-spring

21 14-15 Exemplary Exceeds 8-10 Meets 5-7 Needs improvement 0-4 Does Not Meet Concentration Number of Completers Instrumental Total 2 13 Jazz/Commercial Music 1 12 Piano/Piano Pedagogy Total 0 NA Voice Total ] before recommending major change to the project content. 80% of program candidates earn a score of 70% or above on the PIAN 216 proficiency examination rubric; 75% of program candidates complete proficiency requirement on first attempt. Post-Graduation Professional Activity 4.00/5.00 mean response on the GSES on questions relating to the program completer s opinion concerning 1) overall quality of performance area; 2) quality of instruction in performance study and pedagogy; and 3) quality of instruction in performance ensemble experiences. Spring Two program candidates were enrolled in PIAN 216. Two program candidates (100%) earned 70% or above; 100% of candidates completed the requirement on the first attempt. Expected levels of achievement were met Four Bachelor of Music in Performance Completers. Two graduated with honors; one student graduated from the Honors College. One completer was accepted into the Masters Jazz Studies Program at North Texas State University. One completer was accepted into a seminary to pursue a Master of Sacred Music degree. One completer is pursuing a post-baccalaureate certification in secondary music education. One completer is opening a private performance studio and teaching in an enhancement music program in Calcasieu Parish Four program completers responded to questions on the GSES. Expected levels of achievement were met. Overall Quality of Performance Program Concentration Response # Instrumental Total Jazz/Commercial Music Total Piano/Piano Pedagogy Total 0 NA Voice Total Program Total Quality of Instruction in Performance Studies (Performance Lessons and MUSC 445) Concentration Response # Instrumental Jazz/Commercial Music Piano/Piano Pedagogy 0 NA

22 4.00/5.00 mean response on the GS and ES on questions relating to the quality of instruction in performance and repertoire and their long term impact on the effectiveness of graduates effectiveness as a musician and teacher. Vocal Program Total Quality of Instruction in Performance Ensembles Concentration Response # Instrumental Jazz/Commercial Music Piano/Piano Pedagogy 0 NA Vocal Program Total GS. No data available ES. No data available. D Fall The GS is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan. D Fall 2010.The ES is being reformatted by the Office of Institutional Research and will be distributed in August Data will be reported in 2011 Master Plan.

23 Professional and Workforce Development Initiatives and Progress: Provide program internship data/information here. This may include student and/or employer survey satisfaction results, data related to growth of internship program, job-placement after internship program, or other data/information. Please also indicate any actions or decisions the program has made or intends to make either to the internship program or to its curriculum based on internship data. If you wish to use subsequent pages/sections to display this information or to specify individual goals of the program, please feel free to do so. Identify Internship Program (name), Assessment Tool (e.g. survey), and Expected Level of Achievement (benchmark) An internship is not currently a requirement of the Bachelor of Music in Performance. Actual Data From Assessment While an internship is not a requirement of the B.M. in Performance degree, degree candidates have the opportunity to enroll in MUSC 311 (Professional Internship) as an elective. During the evaluation period, 5 degree students enrolled and completed MUSC 311. Each student participated in the Lake Charles Symphony Concert Season and was supervised by an on campus professor. Actions/Decisions A PART Music Program faculty will evaluate the necessity and feasibility of internship opportunities in the B.M. degree in performance. The Coordinator of the Music Performance degree will review NASM (accrediting agency) standards for a B.M. degree and see if the nature of this degree would include a required internship.

24 Resources Allocated: Resources will not be allocated until the operating budget for PART is known.

25 Master Plan Self-Assessment Master plans are the evidence that a unit is performing assessment and an index to how that assessment is undertaken. Effective assessment plans establish clear goals, set high levels of achievement, and include meaningful measurements for gauging progress toward goals. As a progress report, these plans show that the unit evaluates its annual information and makes decisions based upon evidence. These changes are then followed up on (assessed) in subsequent plans. In this section, please self-evaluate this process by indicating as follows: 1 I need a lot of help in this area; 2 I am making progress, but need help; 3 I do not need help in this area Area 1: Mission/Institutional Mission Reference (I am confident my unit s mission statement communicates clearly to a broad audience 3 and shows its unique and obvious place within the institutional framework.) Area 2: Objectives/Outcomes (Mostly for Admin Units: I am satisfied that the objectives I have listed support the unit 3 mission, are clear and measurable, and adequate in number.) Area 3: Assessments/ (I am satisfied that my assessments accurately measure my objectives, that there are 3 enough assessments to get a meaningful picture, and that my unit s expectations are rigorous but attainable.) Area 4: Data/Collection (I am satisfied with the amount and quality of data I receive.) 2 Area 5: Data Analysis/Application (I am satisfied with the unit s process for analyzing data and making improvements.) 2 Comments: There are still snags in the data collecting process primarily the result of a lack of clear communication among faculty participants. Additional time will be spent on the requirements of the assessment process and its designated evaluation tools prior in August 2010 prior to the commencement of the fall 2010 academic semester. Data will also be analyzed immediately after the close of its appropriate collection period and earlier in the master plan process to allow for a longer period of reflection before decisions are made. Overall, many effective decision and actions have come out of the master plan process and the process itself improves with each cycle.

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