2012 MASTER PLAN/PROGRESS REPORT

Transcription

1 2012 MASTER PLAN/PROGRESS REPORT Academic Program: Bachelor of Music in Music Performance Band or Orchestral Instrument Concentration Jazz/Commercial Music Concentration Piano Concentration Piano Pedagogy Concentration Voice Concentration Person Responsible: Dr. Christy Vogt, Dr. Michael Buckles, Dr. Carol Lines Date Submitted: July 12, 2012 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, Music Theatre, 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 X Exit Survey/Interview/Exam X Scoring of Essay: FFND 101-Initial Program Philosophy Essay Rubric MUSC 200-Developed Program Philosophy Essay Rubric MUSC 485-Refined Program Philosophy Essay Rubric MUSC 261-aural analysis essay rubric MUSC 445- pre-post essay rubric Data Repository Location: SFA 203 Department of Performing Arts Office SFA 203 Department of Performing Arts Office SFA 203 Department of Performing Arts Office SFA 203 Department of Performing Arts Office

2 X Portfolio Evaluation MUSC 485-Professional Portfolio rubric X Capstone Project: MUSC 492-Senior Recital Performance rubric MUSC 492-Program Notes:/Research Analysis Project Rubric X Presentation : MUSC 261-final research project/presentation rubric MUSC 363-final research project/presentation rubric X Research Paper: MUSC 447-Research Project Rubric X Research Project: MUSC 201-final composition project rubric MUSC 202-final research project rubric MUSC 399-Program Notes/Research Project Excel Spreadsheet Access Database Other - Please describe: Entrance Theory Diagnostic Rubric MUSC 202L-final proficiency rubric PIAN 216-barrier/proficiency rubric SFA 203 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 7-9 Exceeds 6 Meets 3-5 Marginally Meets 0-2 Does Not Meet 70% of entering program candidates earn a score of 6 (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 Actual Data From Assessment cohort. Fifteen new candidates declared a performance major; 47% earned a score of 6 or above. Expected Level of Achievement was not met Critical Thinking Indicators Concentration Number of Candidates Number Earning 6 Mean or above Instrumental Jazz/Commercial 0 N/A N/A Piano/Piano Pedagogy Voice Program Total 15 7/ Actions/Decisions A/D Revised performance evaluation rubric works well across concentrations. No further changes to this rubric will be made at this time. D As an entry-level diagnostic, lower Entrance Diagnostic indicator to 40%. The department divides it s musicianship classes into those that have ability and those that have less ability, and we are able to equalize the knowledge base by the end of the sophomore year.

4 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 musical skills, stylistic and repertoire knowledge, and ability to interpret and communicate through their medium. Major Performance Area MUSC 200 Critical Thinking Indicators 7-9 Exceeds 6 Meets 3-5 Marginally Meets 0-2 Does Not Meet Sophomore Performance Evaluation - MUSC % of program candidates earn a 6 (scale of 0-9) or above on the three indicators related to critical thinking included in 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 : 50% of program candidates completing the course earned a score of 6 or above; of the four program candidates enrolled in the course, four (100%) completed MUSC 200 requirement on the first attempt. In two cases, the critical thinking indicators were met. Critical Thinking Indicators Concentration Number of Candidates Number Earning 6 Mean or above Instrumental Jazz/Commercial 0 NA NA Piano/Piano Pedagogy 0 N/A N/A Voice Program Total : 100% of program candidates completed the MUSC 200 requirement on the first attempt. A/D Revised performance evaluation rubric works well across concentrations. No further changes to this rubric will be made at this time.

5 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. Major Performance Area 300-Level or MUSC 399 Critical Thinking Indicators 5-6 Exceeds 4 Meets 2-3 Marginally Meets 0-1 Does Not Meet Junior Recital Evaluation 300-level Performance Study or MUSC % of program candidates earn a score of 4 (0-6 scale) or above on the two indicators related to critical thinking included in the MUSC 399 (Junior Recital) rubric: musicianship expression/musicality 80% of program candidates complete this requirement on first attempt. MUSC 261/MUSC 363 Rubric Scale Critical Thinking Indicators 8-9 Exceeds 5-7 Meets 2-4 Needs improvement 0-1 Does Not Meet Four program candidate was enrolled in the Junior Recital as a 300-level performance study course or MUSC 399; four of program candidates earned a score of 4 or above. Critical Thinking Indicators were met. Critical Thinking Indicators Concentration Number of Candidates Number Earning 4 Mean or above Instrumental Jazz/Commercial 0 NA NA Piano/Piano Pedagogy Voice Program Total 3 3/ : 100% of program candidates completed this requirement on the first attempt. A/D Revised performance evaluation rubric works well across concentrations. No further changes to this rubric will be made at this time. 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 : 2 out of 4 program candidates (50%) earn a score of 6 or above on the critical thinking indicators. Expected level of achievement was not met. R New instructor for the course. Will recommend that instructor work toward meeting objectives

6 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 research project rubric : 5 candidates completed the final research project. 80% (4 of 5) students scored 66% (18/27) or above on the Assessment Rubric. 20% (1 of 5) students scored 59% (16/27). 6 out of 9 = 66% (numbers from far left column) 18 out of 27 = 66% (numbers on actual rubric) 2012: R Numbers on Final Project Rubric do not match those in the far left hand column/expected Level of Achievement column. Major Performance Area MUSC 492 Critical Thinking Indicators 5-6 Exceeds 4 Meets 2-3 Marginally Meets 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 : 100% (3/3) program completers earned a score of 6 or above. 100% (3/3) passed MUSC 492 on their first attempt. M The MPPC will continue to analyze and monitor these outcomes. 400-Level Major Performance Area Written Research Project Critical Thinking 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 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 : 3 program candidates completed the Written Research Project. Using the University-wide QEP rubric, 100% (3/3) of the candidates scored 25/25. R: Change Expected Level of Achievement numbers to match QEP rubric rather than departmental rubric M The MPPC will continue to analyze and monitor these outcomes.

7 project. 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 : There were no program completers. D Discontinue use of the GS and the ES for lack of data. Data collection is difficult year to year. 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.

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: Program Philosophy Statement 75% of program candidates earn a score of 15 or above on MUSC 200 philosophy statement rubric. Actual Data From Assessment Fall 2011: Five freshmen BM program candidates enrolled in FFND /5 completed the Statement of Intent Writing Project. 4/4 (100%) earned a score of 15 points or higher. Expected level of achievement was met : No candidates were assessed on the MUSC 200 philosophy statement rubric due to miscommunication. Expected level of achievement was met. Actions/Decisions M will continue to monitor, assess, and evaluate A/D: : This writing requirement will no longer be required. New Writing Enriched classes will function in this capacity.

9 Program Philosophy Statement Indicator Concentration Number of Candidates Number Earning 15 or above Mean Instrumental NA NA NA Jazz/Commercial NA NA NA Piano/Piano Pedagogy Voice Program Total 5 4/5 17 MUSC 485: Statement of Intent 85% of program completers earn of score of 15 or above on MUSC 485 philosophy statement evaluation : This course is no longer taught. A/D: Delete MUSC 485 from this Master Plan since it is no longer taught. Major Performance Area 300-Level or MUSC 399 Communication Indicators 3 Exceeds 2 Meets 1 Marginally Meets 0 Does Not Meet Junior Recital Evaluation 300-level Performance Study or MUSC 399 (Performance) 80% of program candidates earn a score of 2 or above (0-3 scale) on the expression/musicality indicator on the MUSC 399 performance assessment rubric : Three program candidates were enrolled in the Junior Recital as a 300-level performance study course or MUSC 399; 100% of program candidates earned a score of 2 or above (2 mean score). Communication Indicators were met. Communication Indicator Concentration Number of Candidates Number Earning 2 Mean or above Instrumental Jazz/Commercial 0 NA NA Piano/Piano Pedagogy Voice Program Total 1 3/ A/D Revised performance evaluation rubric works well across concentrations. No further changes to this rubric will be made at this time. Junior Recital Evaluation 300-level Performance Study or MUSC 399 (Program Notes) 80% of program candidates earn a score of 75% or above on the written program notes assessment rubric : No rubrics available for program notes. R: Review requirement of Performance Notes for MUSC 399. Consider deleting requirement; there are other writing requirements (WE) in the major. If required, improve communication with area coordinators so

10 requirement is fulfilled by students. 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 : 100% of program candidates (3/3) earned a score of 4 or above on Expression/Musicality and Stage Presence. 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 : This course is no longer offered due to degree re-design. R : Because MUSC 485 is no longer offered, delete from Master Plan. 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 four technology indicators of the MUSC 201 (Advanced Theory I) final composition/analysis project rubric. Fall Rubrics for this course are missing. M will continue to analyze, assess and monitor. MUSC 202/MUSC 261/MUSC 363 Communication Indicators Rubric Scale Exceeds 6-9 Meets 2-5 Needs improvement 0-1 Does Not Meet

11 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 Graduating Student Exit Survey (GSES) on questions relating to the program completer s ability to communicate and use technology as a professional musician 4.00/5.00 average response on the Graduating Student Exit Survey (GSES) on questions relating to communication and technology outcomes and their long term impact on the graduates effectiveness as a musician and teacher : Due to degree re-design, MUSC 202 is no longer offered : 2 out of 4 program candidates (50%) earn a score of 6 or above on the analyses of global perspective indicator. Expected level of achievement was not met : 5 candidates completed the final research project. 80% (4 of 5) students scored 66% (18/27) or above on the Assessment Rubric. 20% (1 of 5) students scored 59% (16/27). 6 out of 9 = 66% (numbers from far left column) 18 out of 27 = 66% (numbers on actual rubric) : There were no program completers. R: : Due to degree re-design, MUSC 202 is no longer offered. Delete from Master Plan. R New instructor for the course. Instructor will work to see that objectives are met R Because of low enrollment in MUSC 363, the MPPC will analyze and monitor this data over a three-year cycle [spring 2009-spring 2012] before recommending major change. 2012: R Numbers on Final Project Rubric do not match those in the far left hand column. D Discontinue use of the GS and the ES for lack of data. Data collection is difficult year to year.

12 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. 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 0-9) or above on the analyses of global perspective indicators of the MUSC 363 (Music History II) final Actual Data From Assessment : 2 out of 4 program candidates () earn a score of 6 or above on the analyses of global perspective indicator. Expected level of achievement was met : 2 out of 4 program candidates (50%) earn a score of 6 or above on the analyses of global perspective indicator. Expected level of achievement was not met : 5 candidates completed the final research project. 80% (4 of 5) students scored 66% (18/27) or above on the Assessment Rubric. 20% (1 of 5) students Actions/Decisions M : Will continue to analyze, assess and monitor. R New instructor for the course. Instructor will work to see that objectives are met 2012: R Numbers on Final Project Rubric do not match those in the far left hand column. A Lower benchmark to 70%

13 written research project rubric. scored 59% (16/27). 6 out of 9 = 66% (numbers from far left column) 18 out of 27 = 66% (numbers on actual rubric) A due to BOR mandated redesign of degrees, MUSC 485 is no longer offered. 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 : 5 out of 7 (71%) earned a score of 6 or above on the analyses of the global perspective indicators No data available. Course will first be offered in spring However, MUSC 485 has been deleted from the degree plan D Discontinue use of the GS and the ES for lack of data. Data collection is difficult year to year. 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 : There were no program completers

14 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 Major Performance Area 300-Level or MUSC 399 Objective Four Indicators 5-6 Exceeds 4 Meets 2-3 Marginally Meets 0-1 Does Not Meet Junior Recital Evaluation 300-level Performance Study or MUSC 399 (Performance) 80% of program candidates earn a score of 4 (0-6 scale) or above on the two indicators related to Objective Four included in the MUSC 399 (Junior Recital) rubric: musicianship expression/musicality 80% of program candidates complete this requirement on first attempt. Actual Data From Assessment : Three program candidates were enrolled in the Junior Recital as a 300-level performance study course or MUSC 399; 100% of program candidates earned a score of 4 or above; 100% of program candidates completed this requirement on the first attempt. Objective Four Indicators Concentration Number of Candidates Number Earning 4 Mean or above Instrumental Jazz/Commercial 0 NA NA Piano/Piano Pedagogy Voice Program Total 3 3/ Actions/Decisions A/D Revised performance evaluation rubric works well across concentrations. No further changes to this rubric will be made at this time. 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 singing/sight reading 90% of program completers pass the MUSC 492 requirement on first attempt : 100% of program completers earned a score of 6 or above on Musicianship, Expression/Musicality and Sight Reading. 100% passed on their first attempt. M will continue to analyze, assess and monitor. 400-Level Major Performance Area Written Research Project Objective Four Indicators

15 (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 : 100% (3/3) candidates earned a score of 25 or above on the Written Research Project, using the University QEP rubric. M will continue to analyze, assess and monitor. 70% of program candidates earn a score of 75% or above on the Theory Entrance Diagnostic Examination. 75% of program candidates earn a score of 70% or above on the MUSC 201 (Advanced Theory I) final project rubric. Fall new program candidates completed the theory examination. Four (40%) earned a score of 70% or above. Expected Level of Achievement was not met. Fall Rubrics for this course are missing. Expected Level of Achievement was met. R As an entry-level diagnostic, lower Entrance Diagnostic indicator to 40%. The department divides it s musicianship classes into those that have ability and those that have less ability, and we are able to equalize the knowledge base by the end of the sophomore year. M : Will continue to analyze, assess and monitor. 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 Due to degree re-design, MUSC 202 is no longer offered. A Due to degree re-design, MUSC 202 is no longer offered. Delete from Master Plan 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 Spring of 5 (80%) of program candidates enrolled in MUSC 202L earned a score of 70% or higher on the MUSC 202L proficiency examination rubric. 100% completed this requirement on the first attempt. Expected Level of Achievement was met M : Will continue to analyze, assess and monitor.

16 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 : 2 out of 4 program candidates (50%) earned a score of 6 or above on the final research project rubric. Expected level of achievement was not met. R New instructor for the course. Instructor will work to see that objectives are met. 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 : There were no program completers. D Discontinue use of the GS and the ES for lack of data. Data collection is difficult year to year. 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.

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18 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 : 100% of instrumental program completers earned a score of 10 or above on the assessment rubric. 100% passed on the first attempt Actions/Decisions M : Will continue to analyze, assess and monitor.

19 400-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 candidates earn a score of 70% or above on the PIAN 216 proficiency examination rubric; 80% of program candidates complete proficiency requirement on first attempt : 100% (3/3) candidates scored 25/25 on the Written Research Project using the University QEP rubric : A total of 16/18 or 88% program candidates earn a score of 70% or better. 88% or 16/18 students completed the proficiency on first attempt. M : Will continue to analyze, assess and monitor. A: Revised percentage of program candidates completing proficiency requirement on first attempt from 75% to 80%. 85% of program completers earn a score of 80% 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 1) synthesize fundamental knowledge of pedagogical methods and repertoire and 2) successfully teach in a supervised environment : No program completer enrolled in MUSC 445. M : Will continue to analyze, assess and monitor

20 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. D Discontinue use of the GS and the ES for lack of data. Data collection is difficult year to year. 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.

21 Resources Allocated: None. 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 PART Music Program faculty has determined that an internship is not necessary, in that much of the degree candidate s training mimic s realworld conditions, in particular, performing in ensembles. Also, 6 students participated in performances with the Lake Charles Symphony, a professional symphony orchestra. Actions/Decisions D PART Music Program faculty will continue to assess if internship opportunities are necessary for development and growth of the preprofessional musician.

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23 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 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 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 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.) Area 5: Data Analysis/Application (I am satisfied with the unit s process for analyzing data and making improvements.) Comments: