Chabot College Program Review Report 2015 -­‐2016 Music (MUSA, MUSL, MUSP)
Year 3 of Program Review Cycle
Submitted on 10/23/14 Contact: Tim Harris/Jon Palacio
Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. Course MUSA 11/11A/11B Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” All applied faculty during juries discussion Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Develop recognition and construction of chords
and altered chords. Demonstrate standard and
substitute chord changes. (CLO) 2: Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 80% score a 3 85 % of the or 4. course scored a 3 or 4. « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS A. COURSE-­‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? This really depended on the background of the student as the majority of MUSA courses can be repeated. We also saw a higher success rate with students concurrently enrolled in a MUSA 40 course. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The need for fundamental courses in woodwind, brass, percussion, keyboard, and voice pedagogy. We will work on this for next year’s program review. Many of our students not able to pass an audition into a MUSA 40 course need to be able to take 1-­‐2 semester of a basic skills music course. We also need an increase in the music budget to maintain instruments. Most of our students do no own their own instrument and use Chabot equipment. We need to continue to maintain our currently inventory and buy new instruments to replace outdated equipment. B. COURSE-­‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Since the previous assessment cycle, we have made the following changes: 1) SARS tracking for open lab and practice. 2) Greater student access to practice room 3) Purchase of professional quality instruments to aid student success 2. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The need to develop non credit ensembles, offer the song writing course, develop applied pedagogy course for students not prepared to take MUSA 40 and the dire need for a coordinator to track and implement these needs. We continue to have the need for equipment for our students as the cost of professional quality instruments is a major barrier for many of them and limits their growth using a beginning quality instrument. 3. What is the nature of the planned actions (please check all that apply)? ! Curricular X ! Pedagogical ! Resource based X ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. Course MUSA 20A Semester assessment data gathered Fall 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” All applied faculty during juries discussion Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level (CLO) 2: Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 80% score a 3 70 % of the or 4. course scored a 3 or 4. « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS C. COURSE-­‐LEVEL OUTCOME (CLO) 1: 3. How do your current scores match with your above target for student success in this course level outcome? This really depended on the background of the student entering the course. We also saw a higher success rate with students when took MUSL 6 prior to course enrollment. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The need for fundamental courses in woodwind, brass, percussion, keyboard, and voice pedagogy. We will work on this for next year’s program review. D. COURSE-­‐LEVEL OUTCOME (CLO) 2: 3. How do your current scores match with your above target for student success in this course level outcome? 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Since the previous assessment cycle, we have made the following changes: 1) SARS tracking for open lab and practice. 2) Greater student access to practice room 3) Purchase of professional quality instruments to aid student success 5. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The need to develop non credit ensembles, offer the song writing course, develop applied pedagogy course for students not prepared to take MUSA 40 and the dire need for a coordinator to track and implement these needs. We continue to have the need for equipment for our students as the cost of professional quality instruments is a major barrier for many of them and limits their growth using a beginning quality instrument. 6. What is the nature of the planned actions (please check all that apply)? ! Curricular X ! Pedagogical ! Resource based X ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. Course MUSA 20B Semester assessment data gathered SPRING 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” All applied faculty during juries discussion Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level (CLO) 2: Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 80% score a 3 85 % of the or 4. course scored a 3 or 4. « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS E. COURSE-­‐LEVEL OUTCOME (CLO) 1: 5. How do your current scores match with your above target for student success in this course level outcome? Students are very successful when the complete MUSL 20A with the grade of an A or B and with continued practice and instruction. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students need to be able to repeat applied music courses or have the ability to enroll in level course (e.g. A,B,C,D). F. COURSE-­‐LEVEL OUTCOME (CLO) 2: 5. How do your current scores match with your above target for student success in this course level outcome? 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 7. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Since the previous assessment cycle, we have made the following changes: 1) SARS tracking for open lab and practice. 2) Greater student access to practice room 3) Purchase of professional quality instruments to aid student success 8. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The need to develop non credit ensembles, offer the song writing course, develop applied pedagogy course for students not prepared to take MUSA 40 and the dire need for a coordinator to track and implement these needs. We continue to have the need for equipment for our students as the cost of professional quality instruments is a major barrier for many of them and limits their growth using a beginning quality instrument. 9. What is the nature of the planned actions (please check all that apply)? ! Curricular X ! Pedagogical ! Resource based X ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. Course MUSA 21A/B/M Semester assessment data gathered SPRING 2014 Number of sections offered in the semester 3 (cross listed) Number of sections assessed 3 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” All applied faculty during juries discussion Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level (CLO) 2: Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 80% score a 3 80 % of the or 4. course scored a 3 or 4. « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS G. COURSE-­‐LEVEL OUTCOME (CLO) 1: 7. How do your current scores match with your above target for student success in this course level outcome? Students are very successful when they have a background in music or have previously taken a basic music skills course or theory. 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students need to be able to repeat applied music courses or have the ability to enroll in level course (e.g. A,B,C,D). H. COURSE-­‐LEVEL OUTCOME (CLO) 2: 7. How do your current scores match with your above target for student success in this course level outcome? 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 10. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Since the previous assessment cycle, we have made the following changes: 1) SARS tracking for open lab and practice. 2) Greater student access to practice room 3) Purchase of professional quality instruments to aid student success 11. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The need to develop non credit ensembles, offer the song writing course, develop applied pedagogy course for students not prepared to take MUSA 40 and the dire need for a coordinator to track and implement these needs. We continue to have the need for equipment for our students as the cost of professional quality instruments is a major barrier for many of them and limits their growth using a beginning quality instrument. 12. What is the nature of the planned actions (please check all that apply)? ! Curricular X ! Pedagogical ! Resource based X ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. Course MUSA 23a/b Semester assessment data gathered SPRING 2014 Number of sections offered in the semester 2(cross listed) Number of sections assessed 2 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” All applied faculty during juries discussion Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level (CLO) 2: Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 80% score a 3 78 % of the or 4. course scored a 3 or 4. « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS I. COURSE-­‐LEVEL OUTCOME (CLO) 1: 9. How do your current scores match with your above target for student success in this course level outcome? Students are very successful when they have a background in music or have previously taken a basic music skills course or theory. One of the major issues we found in the voice course is students not being able to read music before enrolling in the A course. 10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students need to be able to repeat applied music courses or have the ability to enroll in level course (e.g. A,B,C,D). Also the need for voice students to enroll concurrently in a MUSL 6 course. J. COURSE-­‐LEVEL OUTCOME (CLO) 2: 9. How do your current scores match with your above target for student success in this course level outcome? 10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 13. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Since the previous assessment cycle, we have made the following changes: 1) SARS tracking for open lab and practice. 2) Greater student access to practice room 3) Purchase of professional quality instruments to aid student success 14. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The need to develop non credit ensembles, offer the song writing course, develop applied pedagogy course for students not prepared to take MUSA 40 and the dire need for a coordinator to track and implement these needs. We continue to have the need for equipment for our students as the cost of professional quality instruments is a major barrier for many of them and limits their growth using a beginning quality instrument. 15. What is the nature of the planned actions (please check all that apply)? ! Curricular X ! Pedagogical ! Resource based X ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. Course MUSA 40 Semester assessment data gathered SPRING 2014 Number of sections offered in the semester 16 Number of sections assessed 16 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” All applied faculty during juries discussion Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level (CLO) 2: Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 80% score a 3 87 % of the or 4. course scored a 3 or 4. « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS K. COURSE-­‐LEVEL OUTCOME (CLO) 1: 11. How do your current scores match with your above target for student success in this course level outcome? Students are very successful in applied lessons when they have a background in music (JHS and HS instruction) and are concurrently enrolled in an ensemble. Students need to audition and place into this course so success rates are much higher than the typical MUSA course. 12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students need to be able to repeat applied music courses or have the ability to enroll in level course (e.g. A,B,C,D) and for transfer to 4-­‐year institutions. The course can be repeated 4 times and we see success and level 1 and 2. Where most are lacking success is in level 3. Discussions are ongoing. L. COURSE-­‐LEVEL OUTCOME (CLO) 2: 11. How do your current scores match with your above target for student success in this course level outcome? 12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 16. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Since the previous assessment cycle, we have made the following changes: 1) SARS tracking for open lab and practice. 2) Greater student access to practice room 3) Purchase of professional quality instruments to aid student success 4) Starting NASM accreditation. 17. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The need to develop non credit ensembles, offer the song writing course, develop applied pedagogy course for students not prepared to take MUSA 40 and the dire need for a coordinator to track and implement these needs. We continue to have the need for equipment for our students as the cost of professional quality instruments is a major barrier for many of them and limits their growth using a beginning quality instrument. 18. What is the nature of the planned actions (please check all that apply)? ! Curricular X ! Pedagogical ! Resource based X ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________