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
9
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.
Relevant Courses
DAN 1100, 4210
DAN 3313, 4301
DAN 4103, 4105, 4109
DAN 1206, 3206
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
DAN 2202, 3208, 4202
Develop expressive capabilities through physicalized
expression of mind-body integration
DAN 2209
DEPARTMENT:
Theatre and Dance___
DAN 3301, 3309
TH A 3304
DAN 3309
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
_
95% will receive an A in Dance Production Activities
95% will receive a passing grade in Dance History.
95% will do so per faculty critique and review
85% will receive an A in Musical Stage Dance
90% will receive an A in Improvisation, 90% will receive an A in Choreography, and 95% will have a choreographed work
produced in the TTU season.
85% will receive a B or above in Dance Aesthetics
85% will receive a B or above in Principles of Theatrical Lighting
90% will receive a B or above in Pedagogy and 100% will develop a dance curriculum that meets TEKS dance standards.
90% will receive an A in Improvisation, and 75% will receive an A in Contact Partnering and Somatics.
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
95% of students have received an A in Dance
Production Activities.
2
100 % of students received a passing grade in Dance
History.
3
80% of students are recommended for enrollment in
increasingly advanced levels of dance technique
courses
The assessment mechanism needs to be changed so that it is not
based entirely on a final grade. It is suggested that the method of
assessment be changed to: 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.
The assessment mechanism needs to be changed so that it is not
based entirely on a final grade. It is suggested that the method of
assessment be changed to: 75% will achieve a B or higher on the
Final Comprehensive Dance History Exam, and 80% will pass the
Dance Exit Exam.
This data suggests that students are not being afforded the
opportunity to adequately train and prepare for placement in higher
levels of dance technique courses. Level I technique classes are
4
83% received an A in Musical Stage Dance.
5
90% of students have received an A in Improvisation.
90% students have received an A in Choreography.
100% of students have had their work produced in the
TTU season.
6
85% of students received a B or above in Dance
Aesthetics.
7
80% of students received a B or above in Principles of
Lighting.
8
90% of students received a B or above in Dance
ONLY offered in fall semesters, thus students not recommended for
advancement must wait a full year to retake the Level I course. In
addition, Level III courses are ONLY offered in spring semesters,
meaning that students are not afforded opportunities for continuous
advancement in technique classes, as the advances classes are not
offered every semester. It is proposed that Level I and Level III
courses be offered every semester. This proposal will only be
possible with the addition of more dance faculty, either two fulltime and three-four adjunct, or three full-time.
The assessment mechanism needs to be changed so that it is not
based entirely on a final grade. It is suggested that the method for
assessing data be changed to: 80% of students receive an excellent
evaluation (grade of A-, A, or A+) from the Dance Faculty on the
students’ final in-class performance, and 80% will pass the Dance
Exit Exam.
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 should be more stringent, to ensure that the
process of having choreography produced by TTU reflects high
standards of dance-making.
The assessment mechanism needs to be changed so that it is not
based entirely on a final grade. It is suggested that the method of
assessment be changed to: 80% of students will receive grades of B
or above on all writing assignments in Dance Aesthetics, and 80%
will pass the Dance Exit Exam.
The assessment mechanism needs to be changed so that it is not
based entirely on a final grade. It is suggested that the method for
assessing data be changed to: 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.
The data suggests that the first outcome is being achieved; no
Pedagogy and 90% developed a dance curriculum that
meets TEKS dance standards.
9
90% of students received an A in Improvisation and
Somatics. The data on Contact Partnering is
inconclusive, as this is the first semester it has been
taught.
change proposed. The data suggests that the second outcome is not
being achieved. It is suggested that a change be made in the course
schedule that allows for students to submit their curricula to the
instructor at the mid-term point in the semester. (Previously, the due
date for the project was the final class meeting day.) That way,
students whose work does not meet TEKS standards may have a
chance to revise that work, rather than fail the assignment.
This expected learning outcome and its related assessments should
be eliminated, as the courses in question are not all required for
Dance Majors.