SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: HUMANITIES
Program: CREATIVE ARTS, TEACHER PREPARATION BA
College: H&A
Website: <SJSU.EDU/CREATIVEARTS>
Program Accreditation (if any): NONE
Contact Person and Email: SHANNON ROSE RILEY (shannon.rose.riley@sjsu.edu)
Date of Report: June 1, 2014
Part A
1. List of Program Learning Outcomes (PLOs)
1. Demonstrate the ability to frame questions and pursue answers to aesthetic, social, cultural and
global issues in education using interdisciplinary methods
2. Demonstrate the ability to describe and compare the roles, impacts and ethical implications of
ideas, texts, social movements, contemporary situations, and creations of the human
imagination
3. Demonstrate skill in written and verbal communication, including argumentation.
4. Identify, select, use and cite information sources appropriately
5. Demonstrate understanding of how to engage and support all K-8 students in learning
6. Demonstrate understanding of how to create and maintain effective learning environments for K8 students
7. Demonstrate understanding of how to plan instruction and assess student learning
8. Demonstrate content and pedagogical knowledge in subjects taught in K-8 schools with a focus
on the arts
Faculty decided on PLO content and criteria for assessing levels of mastery during the 2011-12
Program Planning process. Ongoing assessment of levels of mastery is monitored by the Creative
Arts Program Coordinator, Shannon Riley, who teaches several such courses.
x
x
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x
x
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x
x
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Social and Global
Responsibilities
Applied Knowledge
Intellectual Skills
Broad Integrative knowledge
PLO/ULG
1. Interdisciplinary probe of issue
questions
2.
Roles, impacts, ethics of imaginative
works
3.
Effective communication &
argumentation
4.
Cite sources appropriately
5. Engage & support K-8 student learning
6. Create, maintain effective learning
environ
7.
Plan instruction and assess learning
8.. K-8 content & pedagogical knowledge:
arts
Specialized knowledge
2. Map of PLOs to University Learning Goals (ULGs)
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3. Alignment – Matrix of PLOs to Courses
See Creative Arts TP Program Assessment Schedule (University assessment website)
4. Planning – Assessment Schedule
See Creative Arts TP Program Assessment Schedule (University assessment website)
5. Student Experience
We are at an early stage in changing the way PLOs and the ULGs are communicated to students as well
as in the way student feedback is considered in the creation of the PLOs. We are placing all of this
information on the department website, but that is a mere starting point. What instructors do in their
courses is more important. The Coordinator of Creative Arts will return from sabbatical in Fall 2014, and
the department curriculum committee will discuss with her strategies for introducing classroom
discussion of and activities related to helping students learn the PLOs of their major—as well as the
ULGs—early on in their curricular development. A new lower division course in Creative Arts, only
recently created, might prove to be an appropriate spot for this.
Part B
6. Graduation Rates for Total, Non URM and URM students (entire department)
7. Headcounts of program majors and new students (per program and degree)
Fall 2013
New Students
Cont. Students
Total
1st Fr.
UG Transf
New Creds
1st Grads
UGs
Creds
Grads
UGs
Creds
1
9
0
0
42
0
0
52
0
1
9
0
0
42
0
0
52
0
8. SFR and average section size (per department)
9. Percentage of tenured/tenure-track instructional faculty (per department)
Fall 2013
Humanities
% Tenured/Prob
Tenured
Probationary
Temp Lecturer
47.8%
7.918
8.653
0
Part C
10. Closing the Loop/Recommended Actions
As the Coordinator (and also sole tenured faculty member full time in the Creative Arts
Program) is on sabbatical this semester, the department curriculum committee will await
her return to share with her ongoing university developments in integrating program
planning and assessment (such as is evidenced by this new standardized annual assessment
form) and the specific data collected and findings from this academic year. Her
contributions will be vital to any decisions about modifications or tweaks to the program.
11. Assessment Data
Because the Program Coordinator was on sabbatical, no data was collected for analysis of
the specialized Teacher Prep compenent this year. Lecturers teaching in relevant courses
focused upon the basic Creative Arts BA. However, we have just this semester completed
the final meeting of our last program review, so when the Coordinator returns in the fall the
department curriculum committee will update her on shifts in assessment strategies on the
university level that occurred while she was gone, and she will share more specific plans for
assessment of the CA Teacher Prep major students going forward.
12. Analysis
See comment in #10 above.
13. Proposed changes and goals (if any)
Since the CA Teacher Prep PLOs align so closely with the Liberal Studies PLOs, it is
recommended that department faculty involved in both activities discuss any possible
strategies for collaboration at various levels to increase efficiency or share insights.