DEPARTMENT:
Theatre and Dance___
Table 1. Documentation that learning outcomes are incorporated into the curriculum for all undergraduate and graduate
programs.
In the table below, state the expected learning outcomes from the Program-Level Assessment Plans and then list the course or courses,
including prefix, number, and title, in the Relevant Courses column that address that expected outcome. If 3 or more courses address
an expected learning outcome, list only 3 courses that are most important for students to achieve the expected outcome.
Degree Program:
Item
1
2
3
4
5
6
7
8
BA-Dance
_
Expected Learning Outcomes
Demonstrate competence in dance concert production.
Demonstrate a knowledge of dance history from western
and multi-cultural perspectives
Demonstration growth in the execution and performance of
ballet, modern, and jazz dance working toward an advanced
class
Develop an understanding and appreciation of the dance and
choreography in musical theatre productions.
Demonstrate skill and competence in choreography and
collaboration in concert dance forms
Demonstrate an understanding of contemporary dance
theory through the development of critical thinking and
writing skills
Develop a working knowledge of lighting techniques and
instruments for dance production.
Demonstrate knowledge of contemporary educational theory
and develop effective teaching strategies
Relevant Courses
DAN 1100, 4210
DAN 3313, 4301
DAN 4103, 4105, 4109
DAN 1206
DAN 2202, 3208, 4208
DAN 3301, 3309
TH A 3304
DAN 3309
DEPARTMENT:
Theatre and Dance___
Table 2. Discussion of the methods used to assess the learning outcomes as well as the instruments used to assess the
attainment of learning outcome goals by undergraduate and graduate programs.
For each degree program, provide a brief discussion of the methods, including specific instruments, used to assess student learning
outcomes. The Program-Level Assessment Plans, submitted in December 2005, list the methods of assessment for each expected
outcome. In the boxes below describe those methods of assessment. If national standardized exams are used state the name of the
exam. The information in Table 2 should be an overview description of the methods used. If specific assessment instruments (or
assessment rubrics) need to be developed to conduct an assessment, then clearly indicate what is still needed and when those
instruments will be used (which should be Fall Semester 2006). The boxes will expand as information is added to the box.
Degree Program:








BA-Dance
_
100% of students participate as dancers or choreographers in either the annual DanceTech production or the Dance Program
Studio Concert, and 100% of students present to the Dance Faculty a professional video portfolio of their performance and
choreography endeavors at TTU.
75% will achieve a B or higher on the Final Comprehensive Dance History Exam, 80% will pass the Dance Exit Exam, 100%
will show an increase of 14 percentage points on the CATS exam.
90% of students will be recommended for enrollment in increasingly advanced levels of dance technique courses
90% of students will receive an excellent evaluation from the Dance Faculty on their final in-class performance.
85% will receive an A in Improvisation, 85% will receive an A in Choreography, and 70% will have a choreographed work
fully produced as part of the mainstage TTUT season.
80% of students will receive a B or above on all writing assignments in Dance Aesthetics.
80% of students will complete the required number of practicum hours for Principles of Lighting, and will receive a B or above
on all of the course examinations.
85% will receive a B or above in Pedagogy, 100% will develop a dance curriculum that meets TEKS dance standards, and
100% will show an increase of 14 percentage points on the CATS exam.
DEPARTMENT:
Theatre and Dance___
Table 3. Summarize the data collected and evidence of the use of results of those data
For each degree program, describe the data that has been collected to date and indicate how the results of the data analysis have been
used. It should be noted that in some cases, the results will indicate that at this time the expected learning outcomes are being achieved
and there is not a need to change or improve a program. However, it is unlikely that all data for all programs indicate that no
improvements are needed. If no data has been collected for a degree program assessment, indicate that is the case and provide a
justification for the lack of data and a detailed discussion of how data collection will begin in the Fall Semester 2006 and be reported
in the next Annual Assessment Report.
Degree Program:
BA-Dance
_
Item
Data
Use of Data
1
90% of students participated as dancers or
choreographers in either the annual DanceTech
production or the Dance Program Studio Concert, 10%
of students participated as technicians in those concerts.
100% of students presented to the Dance Faculty a
professional video portfolio of their performance and
choreography endeavors at TTU.
2
75% will achieve a B or higher on the Final
Comprehensive Dance History Exam, and 80% will
pass the Dance Exit Exam, and 100% will show an
The assessment mechanism is no longer suitable for the number of
students in the dance program. There are routinely between 5 and
10 students who are not cast because of insufficient technical
preparation , thus resulting in the 90% vs. 100%. The assessment
language should be modified to read: “100% of students participate
as dancers, choreographers, or technicians in either the DanceTech
Maedgen or DanceTech Studio concert.” The video portfolio
component does not need to be changed.
The assessment mechanism is working.
increase of 14 percentage points on the CATS exam.
3
70% of students were recommended for enrollment in
increasingly advanced levels of dance technique
courses
4
50% of students received an excellent evaluation from
the Dance Faculty on their final in-class performance.
5
90% of students received an A in Improvisation. 90%
students received an A in Choreography, and 70% have
a choreographed work fully produced as part of the
mainstage TTUT season.
6
75% of students received a B or above on all writing
assignments in Dance Aesthetics.
90% of students completed the required number of
practicum hours for Principles of Lighting, and 80%
received a B or above on all of the course examinations.
90% of students received a B or above in Dance
Pedagogy and 90% developed a dance curriculum that
meets TEKS dance standards, and 100% will show an
increase of 14 percentage points on the CATS exam.
7
8
Approximately 70% of students were recommended for enrollment
in increasingly advanced levels of technique. The language of the
assessment should be modified, as the dance faculty does not expect
this data to change.
Approximately 50% of students received an excellent evaluation on
their final in-class performances. The mechanism should be
modified to read: “50% of students received an excellent evaluation
on their final performances, 30% received a good evaluation, and
20% received an average evaluation.”
The data suggests that the outcomes regarding courses are being
achieved; no change proposed. The outcome regarding production
of a dance work suggests that faculty guidelines for adjudicating
student choreography for the mainstage Dance Concert is stringent
and upholds professional standards of dance making.
Dance Aesthetics was not taught in the 2008-2009 year. No data is
available.
The assessment mechanism is working.
The assessment mechanism is working.