Cameron University
Department of Music
School of Liberal Arts
Bachelor of Arts in Music
(160)
CIP Code 500901
Fall 2010
Program Quality Improvement Report 2010-2011
Learning Outcomes
(Items in bold are chosen outcomes)
1. To become aware of, organize, recognize, listen to, assimilate, and respond to
factual knowledge of music literature and history through its cultural and
historical perspective;
2. To recognize, identify, analyze, and re-create concepts related to
sequential music theory including developing music notational skills on a
computer utilizing the appropriate software;
3. To perform and develop the basic utilization of fine motor skills related to
keyboard skills and conducting and the chosen major field of applied study;
4. To perform skillfully and develop appreciation for accompanying and
large ensemble performance while experiencing a variety of repertoire.
Bloom’s Taxonomy
All learning outcomes are directly linked to Bloom’s taxonomy of educational
objectives. Most music students come into the program with the intense desire to
learn and become better artists. Most music courses offer a blend of all three major
areas of Bloom’s taxonomy.
1. Affective: Great care is taken in the first 2 years of a music student’s academic
career. We have developed standardized testing and curricula to insure that each
student is able to receive the same knowledge, organize it, and set a standard
value. There is consistency in text usage, adherence to NASM standards and clear
rubrics for Junior standing.
2. Psychomotor: These skills are critically honed in the private studio and piano
classes.
3. Cognitive: As mentioned earlier; theory, piano, and sight singing classes are
offered in an order that allows the student to remember, understand, apply, analyze,
evaluate, and create materials and information from their Freshman to Senior years.
Alignment of Program Outcomes
1. The University Mission Statement:
The Bachelor of Music program is designed in accordance with NASM accreditation to prepare students for
professional success and the tools for life-long learning. The program is one of the most important aspects
of this region’s cultural lifestyle. In addition, the faculty are devoted to a curriculum that is student-centered.
All teaching classrooms have state-of-the-art equipment in line with the University mission statement.
2. The University Strategic Plan 2013:
The Strategic plan addresses issues of new educational partnerships, improved course delivery, and
enriching the educational, cultural, and social life of the region. The plan also address the desire to achieve
or exceed the Oklahoma State Regents for Higher Education’s target retention and graduation rates for
Cameron University. We intend to address the methods of improved course delivery in this presentation.
The Bachelor of Music program enriches the community as previously mentioned in the university mission
statement. In addition, the Chair of the Music department has initiated an extensive program that involves
the faculty with all the regional music teachers in an effort to improve recruitment and outreach.
3. Program Outcomes and our Students:
It is the department’s main goal to enrich and improve the instruction of our students. Recent innovations
and changes in curriculum are all geared to improved student retention and learning. We believe that it will
take time for these improvements to be noticeable but some empirical evidence will be presented that
suggests that our actions are working.
Alignment of Program Outcomes
4. The School of Liberal Arts Mission Statement:
The School of Liberal Arts mission statement is closely aligned with the Department of Music. The Bachelor
of Arts degree will supply our community with students that will encourage culture and scholarship in the
community as teachers and mentors. These same students will produce concerts, recitals, theatre
productions, art exhibitions, lectures, symposia, workshops, camps, and public forums which will enrich the
intellectual and cultural lives of all our constituents.
Department of Music
Measures of Student Learning
For B.A. in Music Degree
Direct
1. Semester Evaluations (private studio)
2. Junior Standing Barrier
3. Pre- and/or Post-testing
4. Exit Exam for graduating Seniors
5. ETS Major Field Test for Music (new for Fall 2010)
Indirect
1. Alumni reports
Program methodologies to address shortfalls in
student learning prior to graduation
1.
2.
3.
4.
5.
Music Fundamentals (classroom and online)
Semester evaluations
Faculty and student tutoring
Music notation workshops
Assigning and tracking midterm grades to
identify students with shortfalls (proposed)
Program actions since last assessment
presentation
Action Plan #1. To increase student achievement in core theory classes,
Music Fundamentals was offered as a regular class along with an online
component during the Spring and Summer semesters. Increased efficiency
of testing for incoming Freshmen was implemented to identify deficiencies
and insure proper placement.
1.
2.
3.
Initial achievement in Harmony and Structure I classes looks promising. This
indicates a probability of better student performance in progressing through
core classes and a higher retention rate. Subsequent multi-year tracking will
provide additional data to substantiate this action.
Enrollment in and pass rate in Music Fundamentals was higher after adding the
classroom section.
Testing of incoming Freshmen was better. All scholarship applicants were
tested and properly placed. Issues with Banner prevented this from being
implemented for all Freshmen.
Action Plan #2. Offer increased counseling and faculty contact to
facilitate early identification of students who will be pursuing the BA in
Music degree. This should help with accurate classification of students
according to degree plans and more accurate data for tracking
purposes.
1.
2.
3.
4.
Students are notified early and often about establishing
accurate degree codes for the degree they are pursuing.
Faculty is tracking degree codes through the Registrar’s listing
and following up with students to ensure accurate listings.
Faculty is available to help students follow posted degree
plans to aid with timely progression through the plans to
graduation.
This continues to be an issue as students do not consistently
inform faculty and change degree codes with the Registrar’s
office when they decide to purse another degree plan.
Action Plan #3. Discuss possibility of identifying funds for providing
service awards to upper level students to tutor at-risk students.
1.
2.
No funds were available to offer students.
Theory faculty made themselves available for tutoring and
students did utilize this option and showed improvement in
achievement.
Action Plan #4. Offer music notation seminar at a slightly later time
in the Fall semester to create a higher enrollment number and offer
more opportunities for success.
1.
2.
3.
Enrollment was lower in the music notation seminar for Fall
semester.
We will continue to offer the seminar at the later date but
improve faculty advisement at enrollment.
No direct multi-year data is available at this time, but
increased ability to use current notation software should
become apparent in student achievement as they progress
through core classes and into upper division Theory
requirements.
Action Plan #5. Hold auditions at the beginning of every semester
for large ensembles to provide a base-line score for improvement.
1.
2.
Auditions did occur in some ensembles but not in all large
ensembles.
We would still like to implement this action plan in all large
ensembles beginning with Fall semester.
Program objectives
PROGRAM GOAL
MEASUREMENT OF PROGRAM OBJECTIVE
PROGRAM
OBJECTIVE
#2 To recognize,
identify, analyze,
and re-create
concepts related
to sequential
music theory
including
developing music
notational skills
on a computer
utilizing the
appropriate
software.
CURRICULUM
AREA OR TARGET
AUDIENCE
MUSC 2312,
2332, 3313, 3333
Measurements
(direct)
Pre- and/or Posttesting each
semester.
(indirect)
Alumni reports
Methods used
to determine
validity of
measurement
instruments
ETS Major Field
Test in Music.
Methods used to
determine
reliability of
measurements
Students who
score higher on
post-tests enjoy
higher retention
and graduation
rates.
AP guidelines.
Schedule for
measurements
Each semester for
pre- and posttests.
MFT in addition
to Senior Exit
Exam.
Learning Outcome #2
To recognize, identify, analyze, and re-create concepts related to sequential
music theory including developing music notational skills on a computer
utilizing the appropriate software.
Program Objectives and Measurements
The Bachelor of Arts in Music student will take courses related to the
second learning outcome including Harmony & Structure I, II, III, and
IV.
These classes are measured by a pre- and post-test given each
semester. In addition, the vast majority of work is done using the
most current music notation software available, currently Finale and
Sibelius. The student will take the Major Field Achievement Test
upon completion of the core curriculum. This test will supplement the
departmental Exit Exam.
Display of Assessment Data and Trend Analysis
BA Harmony & Structure Sequence
95
90
85
80
75
70
Harmony & Structure I
2005-06
2006-07
2007-08
2008-09
2009-10
88
92
92
79
82
Display of Assessment Data and Trend Analysis
BA Harmony & Structure Sequence
100
90
80
70
60
50
40
30
20
10
0
Harmony & Structure II
2005-06
2006-07
2007-08
2008-09
2009-10
NA
92
74
79
73
Display of Assessment Data and Trend Analysis
BA Harmony & Structure Sequence
84
82
80
78
76
74
72
70
Harmony & Structure III
2005-06
2006-07
2007-08
2008-09
2009-10
80
75
82
82
76
Display of Assessment Data and Trend Analysis
BA Harmony & Structure Sequence
100
90
80
70
60
50
40
30
20
10
0
Harmony & Structure IV
2005-06
2006-07
2007-08
2008-09
2009-10
86
66
NA
78
77
Display of Assessment Data
and Trend Analysis, cont.
The data indicates a slight downward trend in the achievement rate in student learning,
especially in the first year. This supports the need to pursue our Action Plan including
increased testing of incoming Freshmen, offering of Music Fundamentals to those who
need it and making peer and faculty tutoring available. On the positive side, the average
pre-test to post-test improvement rate for all BA students in Harmony & Structure
classes in 2009-2010 was 86%.
We continue to make adjustments to the curriculum in accordance with NASM standards
and recommendations and faculty assignments have stabilized. A theory area
coordinator helps with continuity of curriculum and measurement.
Display of Assessment Data
and Trend Analysis, cont.
Enrollment
Enrollment Numbers (for BA only)
2005-06
2006-07
Harmony &
1
1
Structure 1
H&S 2
2
H&S 3
6
3
H&S 4
6
3
No data is available for years left blank.
2007-08
2
2008-09
4
2009-10
3
3
7
6
3
7
1
4
4
Program objectives
PROGRAM GOAL
MEASUREMENT OF PROGRAM OBJECTIVE
PROGRAM
OBJECTIVE
#3 To perform
and develop the
basic utilization
of fine motor
skills related to
keyboard skills
and conducting
and the chosen
major field of
applied study.
CURRICULUM
AREA OR TARGET
AUDIENCE
MUSC 1201,
3612, 3801,
3802, 4801, 4802
Measurements
(direct)
Pre- and/or Postsemester tests;
Semester
evaluations
(indirect)
Alumni reports
Methods used
to determine
validity of
measurement
instruments
ETS Major Field
Test.
Rubrics used in
semester
evaluations of
applied study.
Methods used to
determine
reliability of
measurements
Semester
evaluations are
given by a panel of
faculty members.
Faculty
assessment for
departmental
performances.
Schedule for
measurements
Each semester.
Junior Barrier
Evaluation is
given at
completion of
core classes and
at least 4
semesters of
applied study.
Learning Outcome #3
To perform and develop the basic utilization of fine motor skills related to
keyboard skills and conducting and the chosen major field of applied
study;
Program Objectives and Measurements
The Bachelor of Arts in Music student will take a number
of courses related to the third learning outcome including
Class Piano, Conducting and applied lessons.
These classes are measured by a pre- and post-test
given each semester. In addition, there are semester
evaluations and a Junior Barrier Evaluation by a panel of
faculty given for applied studies.
Display of Assessment Data and Trend Analysis
Fundamentals of Conducting
105
100
95
90
85
80
75
Conducting (BA
only)
2005100
2006-
200795
2008-
200985
Display of Assessment Data and Trend Analysis
Class Piano IV
95
90
85
80
75
Class Piano IV
(BA only)
2005-
2006-
2007-
2008-
90
83
90
2009-
Display of Assessment Data and Trend Analysis
Applied Piano
95
90
85
80
75
70
Applied Piano
(BA only)
2005-06 2006-07 2007-08 2008-09 2009-10
89
87
78
90
Display of Assessment Data and Trend Analysis
Applied Vocal
97
96
95
94
93
92
91
Applied Vocal
(BA only)
2005-06 2006-07 2007-08 2008-09 2009-10
93
94
96
94
Display of Assessment Data and Trend Analysis
Applied Instrumental
150
100
50
0
Applied Inst.
(BA)
2005-06 2006-07 2007-08 2008-09 2009-10
91
95
90
74
71
Display of Assessment Data and Trend Analysis
Most of the data in the applied area and class piano indicates a fairly consistent rate of
student achievement. The addition of the new rubric for semester evaluation has helped
and will continue to be revised to aid in assessment.
Faculty will grade departmental performances throughout the semester to aid in
assessment data available to applied studio instructors.
Display of Assessment Data
and Trend Analysis, cont.
Enrollment Numbers (for BA only)
2005-06
2006-07
Conducting
2
Class Piano
2
Applied Piano
2
Applied vocal 5
4
Applied
5
3
instrumental
2007-08
2
3
2
5
5
2008-09
1
2
4
2009-10
2
1
4
3
No data is available for years left blank or there were no BA students enrolled.
Program objectives
PROGRAM GOAL
MEASUREMENT OF PROGRAM OBJECTIVE
PROGRAM
OBJECTIVE
4. To perform
skillfully and
develop
appreciation for
accompanying
and large
ensemble
performance
while
experiencing a
variety of
repertoire;
CURRICULUM
AREA OR TARGET
AUDIENCE
MUSC 1110,
1111, 1120,
1121, 1141,
3160, 3161
Measurements
Methods used
to determine
validity of
measurement
instruments
(direct)
Semester
evaluations
Rubrics used in
semester
evaluations.
(indirect)
Alumni reports
Methods used to
determine
reliability of
measurements
Departmental
performances for
accompanying and
public
performances of
large ensembles.
Schedule for
measurements
Each semester.
Learning Objective #4
To perform skillfully and develop appreciation for
accompanying and large ensemble performance while
experiencing a variety of repertoire;
Program Objectives and Measurements
The Bachelor of Arts in Music student will take a number of courses
related to the fourth learning outcome. These courses will include large
ensembles such as Concert Choir, Concert Band and Civic Orchestra.
These classes are measured by performance objectives and goals
given each semester. In addition, there are semester evaluations given
for applied studies.
Display of Assessment Data and Trend Analysis
Concert Band
105
100
95
90
Concert Band (BA
only)
2005-06 2006-07 2007-08 2008-09 2009-10
97
98
100
Display of Assessment Data
and Trend Analysis, cont.
Most of the data indicates a consistent level trend in student learning.
Accompanying students are assigned other applied students and perform regularly at
Area and Departmental performances.
Large ensemble assessment includes rehearsal and performance assessments by the
instructors. Effort is made to assign appropriate and current literature for study and
preparation.
Display of Assessment Data
and Trend Analysis, cont.
Enrollment Numbers (for BA only)
2005-06
2006-07
Concert Band
Concert Choir
Civic
Orchestra
2007-08
4
2008-09
3
2009-10
3
No data is available for years left blank or there was no enrollment of BA
students.
Action plan
1.
2.
3.
4.
5.
6.
7.
Require testing of all incoming Freshmen for accurate placement.
Begin immediately to track assessment records of incoming freshmen
in all courses (pre- and post-tests) to follow their progress through the
course of study. This should provide invaluable date concerning the
correlation between current assessment tools and graduation/retention
rates and help to assess the validity/reliability of these tools.
Emphasize improved faculty advisement at enrollment to place
students in notation seminar that need it.
Begin to track anonymous faculty assessment of departmental recitals
(including piano majors performing as accompanists). The data will be
collected after every recital.
Implement the use of the ETS Major Field Achievement Test in
addition to the existing Exit Exam.
Hold auditions in large ensembles at the beginning of every semester
to provide a base-line score for improvement.
Identify and allocate funds for a service award to upper division
students to tutor at-risk students.
Published information on graduates
Academic Year 09-10
Entered Graduate School
Working In Discipline
Unknown
Spring 2010
1
1
0
Summer 2010
0
1
0
Fall 2009
0
1
0
Total
1
3
0
Please provide the headcount for placement of graduates from last Academic Year