Annual Program Review Update
Program/Discipline:
Date:
DANCE
August 27, 2007
Trends and Relevant Data
1. Has there been any change in the status of your program or area? (Have you
shifted departments? Have new degrees or certificates been created by your
program? Have you added or deleted courses? Have activities in other programs
impacted your area or program? For example, a new nursing program could
cause greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
Dance had been placed under Humanities in 2005-2006 but has since been moved
back to the Physical Education Division. The move to Humanities occurred due to a
decision from a former Humanities Dean. The move back to Physical Education was
at the request and persistence of the Physical Education Department.
There have been no dance degrees or certificates created and no additional or
deactivated courses.
2. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data
sheets (Excel or Word format) showing these changes.
Data from the past two academic years reflects dance section decreases due to
associate faculty reductions district-wide. All dance classes are taught 100% by
associate faculty and when administrative decisions were made to reduce the
number of associate faculty, our dance sections were reduced and thus enrollment
was reduced. [see attached enrollment data by academic year chart]. The standard
practice of section offerings prior to associate faculty reductions were three dance
classes each semester: one Ballet (Dance 32), one Jazz (Dance 31), and one Modern
Dance (Dance 30). The attached chart, Enrollment Data by Term, outlines that active
sections during Spring 2007 were reduced from Fall 2006 and that Dance 32 was not
offered in each term.
3. Occupational programs must review the update of their labor-market data, some
of it provided by Institutional Research, to illustrate that their program:
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
N/A
4. Do you have needs (professional development, library resources, and so forth) not
previously required by the discipline or not previously addressed in budget or
equipment considerations? Please describe.
Professional Development dollars for continued education and training would be
helpful. Dance instructors have requirements to fulfill hours of additional training
in order to maintain certifications.
Library resources that include hard copy dance books and DVD’s that would be
available for students to view for the purpose of writing term papers and viewing
for performance guidelines would be a valuable asset to the students learning
objectives.
Dance does not have its own budget separate from the physical education
department budget.
5. Does your discipline need additional support from Student Services beyond that
previously provided?
Create a system to track the number of students planning on transferring to
Humboldt State and majoring in Dance and/or tracking students who plan on
majoring in Dance at any four-year institutions.
Counselors and advisors becoming more aware of the Humboldt State University
Dance major.
6. Complete the Faculty Employment Grids below (please list full- and part-time
faculty numbers in separate rows):
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Dance
Total
Teaching
Load for fall
2006 term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
fall 2005
6 TLU’s
0%
100%
Fall ’05 had
11 TLU’s with
100%taught
by associate
faculty
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Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
District-wide
decision to reduce
associate faculty
teaching loads
reduced ability to
offer dance sections.
This reduction has
had an impact on our
dance sections.
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Dance
Total
Teaching
Load for
spring 2007
term
3 TLU’s
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
spring 2006
0%
100%
None
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
Reductions in
associate faculty
district-wide as a
solution to save
district dollars
impacted the dance
program to only
offering one dance
section instead of 3
dance sections.
Do you need more full-time faculty? Associate faculty? If yes, explain why and
be sure to include data sheets justifying the need.
Data has shown that Dance offerings are directly related to the timeframe in
which budget decisions made by the administration reduced the number of
associate faculty.
Options to maintain our dance course offerings are to:
1. Maintain our associate faculty by committing to offer high enrollment
courses no matter what the district budget situation. [data on Dance section
enrollments list fill % ranging from 84%-106%-- see chart titled ‘Summary
of Data’]. If our IR department was to track ‘first filled course by division”,
our Dance courses would be towards the top of the list.
2. Hire a full-time faculty member who is qualified to teach all Dance sections.
Dance classes have been the brunt of associate faculty reductions and thus
course section reductions. To maintain a diverse environment in our Physical
Education Division, dance courses are needed. During the semesters of
reduced associate faculty, our division was mainly offering weight training
and team sport courses which end up being male dominant. As our IR
department begins to track gender demographics of our division offerings
the data to support this will be accessible.
7. Complete the Staff Employment Grid below (please list full- and part-time staff
numbers in separate rows:
3
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
Gains over
Prior Year
Losses over
Prior Year (give
reason:
retirement,
reassignment,
health, etc.)
Do you need more full-time staff? Part-time staff? If yes, explain why and be sure
to include data sheets justifying the need.
No Staff for Dance
8. If necessary, to clarify your needs, please comment on current available staff and
distribution of FTE's for contract and part-time faculty. Describe strengths and
weaknesses of faculty/staff as appropriate to program's current status or future
development.
The future development of the Dance program relies on a commitment from the
district to maintain high enrolled courses which are taught by associate faculty.
There is not a full-time Physical Education professor who has the qualifications to
teach the dance sections.
Facilities
9. Comment on facilities the program uses, their current adequacy, and any
immediate needs. Have your discipline’s facilities needs changed? If so, how?
Please provide a data-based justification for any request that requires new or
additional facilities construction, renovation, remodeling or repairs.
The Dance classes are held in the Fieldhouse- which is a dome-shaped building
with terrible acoustics. All equipment for dance classes are portable (mirrors,
sound system, mats.) Over the years discussion involved creating a room within
the fieldhouse that would have a wall of mirrors and bars, a wood floor, a
surround sound system, and a wireless speaker system. Discussion has also
included using a current wire that exists to hang a curtain. The curtain would
help in creating a separate and more teachable space.
Equipment
10. Have your discipline’s equipment needs changed? If so, how? Is equipment in
need of repair outside of your current budget? Please provide a data-based
justification for any request that requires a new or additional budget allotment.
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Three additional mirrors are needed so students can assess their own poses,
patterns, jumps, and coordination. Class size has ranged from 23-32 students and
one mirror accommodates 6 students. Currently there are two mirrors that can
accommodate 12 students at a time.
Update the current wireless sound system. The current system is roughly 5 years old
and is breaking down. A new system would allow more movement of the instructor
away from the base sound unit and would create a better ‘hearing’ environment for
the students.
As stated in #9 above, a curtain to separate areas of the fieldhouse would be an
advantage in creating a better dance class environment. A wire suspended from the
ceiling already exists.
Learning Outcomes Assessment Update
11. How has your area or program been engaged in student learning outcomes
assessment?
a.
Summarize your results.
b.
What did your program learn from these results that enabled you to
improve teaching and learning in the discipline?
c.
How have part-time faculty been made aware of the need to assess SLOs?
The Physical Education Department full-time faculty have been attending
department workshops and drafting updated SLOs during the 06-07 academic year
for PE and HE courses. All Dance curriculum is taught by part-time faculty. One
full-time Physical Education professor will be aiding the part-time dance faculty in
understanding, writing, and assessing Student Learning Objectives.
Curriculum Update
(Reminder: Send updated course outlines to the Curriculum Committee.)
12. Identify curricular revisions, program innovations, and new initiatives undertaken
in the last year.
None
13. Identify curricular revisions, program innovations, and new initiatives planned for
the next year.
Curriculum is in the process of being updated/revised. The entire Physical
Education Department is working to update all Dance, PE, and HE courses.
Discussion to create A (beginners) and B (intermediate) series dance classes are
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occurring in order to create a concurrent level of learning. Currently all students
are blended with their skill and knowledge in one section. Intermediate students are,
at times, limited in growth of their skills due to instructor attention on the beginning
students.
Current curriculum course enrollment maximums for Jazz, Modern, and Ballet are
set too high. Updated curriculum will address appropriate class size so students are
able to meet learning objectives.
Dance 34 (Dance Fundamentals) will be reviewed and could possible become the
Dance Series A course which would be a pre-requisite course for all other dance
classes.
14. Complete the grid below
Course
Year Course Outline Year Next Update
Last Updated
Expected
Dance 30- Modern Dance
Dance 31- Jazz Dance
Dance 32-Ballet
Dance 34- Dance Fundamentals
6/2003
7/2003
6/2003
6/2003
Spring 2008
Spring 2008
Spring 2008
Spring 2008
Goals and Plans
15. If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable.
Not Applicable at this time.
16. If you do not have a QIP, what goals and plans does your area have for the
coming year?
The Dance program will continue discussions with Humboldt State University as
courses are updated so that the courses will articulate with HSU’s dance major.
It is also a goal of the program to improve the equipment and environment of
the dance space so that the dance experience is positive for the students.
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