B.A. Performing Arts – Written Communication (2013-2014)

Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

NO

Published where? (website)

Performing Arts Webpage

Do PLOs include or imply link to Core Competency? (AY 2013-2014: Written Communication)?

The Performing Arts Department currently does not have published SLOs in place; they will use AY 2013-2014 to work on developing them for the catalog.

Process of Core Competency Assessment:

Course (400- level)

DRAM/MUS/DNCE 499 (Senior Project

Assignment

Students will effectively communicate the artistic value of the project, articulate the goals of their proposed project, and describe the challenges (including identifying the artistic team’s personnel  and their responsibilities),  and the evaluation process for the overall project.

Type of Student Artifact

4-6 page Senior Project Narrative

Rubric or other instrument

GE Rubric for Written Communication

Data (measurement of the competency)

Eight readers from the Assessment Support Sub-Committee on Written Communication read six (n = 6) senior papers that were required for all graduating students.  All six papers fell below “Competency—3,” with most students exhibiting extreme difficulty with Line of Reasoning.  The Committee also made the following observations: (1) Most of these papers appeared to be narrative in form and based on recollections of senior projects. It was not clear if the papers actually “communicate[d” the artistic value of the project.” This is reflected in the lowest averaged score for the category of ‘Line of Reasoning,” where students fell below “2—Emerging”); (2) The lack of analysis as part of the exercise may be the reason why students don’t engage in this kind of deeper critical thinking; some members of the committee recommend revising the language of the assignment to make it more challenging in this regard; (3) While not all papers need to be research driven, the department may want to consider how such writing should be reflective of senior-level  (college) writing ; (4) Students nevertheless did reflect a great deal of enthusiasm for their work, which perhaps explains for the clarity of grammar and sentence structure.

Action Taken in Response to the Data (What will you do in response to the Findings?)

The department proposes the following revised learning outcomes for the Senior Project Paper: (1) Students will articulate the artistic value of their projects by placing them in historical context and aligning them with contemporary examples of similar or contrasting artistic projects; (2) Students will research and cite historical and contemporary examples of similar/contrasting artistic projects, emphasizing their relationship to the student’s project; (3) Students will reflect in writing on the place their project holds in the history of their project’s particular art form, and express how they personally chose this project at this time in history and at this stage in their artistic development.

The department will also require a first draft that will be reviewed for relevance, style, and adherence to the rubric and data requirements. Gaps in these areas will be returned for revision. Students will also turn in a completed paper that addresses all areas of the core competency assessment and data requirements, including areas the instructor returned for review/ expansion/inclusion from the first draft.

Date of Last Program Review

n/a