Mt. San Jacinto College
Student Learning Outcomes (SLO)
Final Report – Course Review
Findings and Results
Directions: Please complete a form for each assessed course.
1) Date: 6/4/11
2) Name: Paula Naggi
3) Department, Discipline, or Program: Dance
4) Course Name and Number: DAN 133: History of American Popular Dance on
Stage, Screen and Television
5) What SLO’s (learning objectives) were assessed?
7. Compare and contrast Afrocentric and Eurocentric dance aesthetics.
(Now referred to as Africanist and Europeanist)
6) Institutional Learning Outcome Alignment:
Which institutional outcomes are central to your SLO?
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X Communication: The student will communicate effectively, expressing thoughts,
goals and needs through use of appropriate modes and technologies.
X Critical Thinking: The student will reason and think critically.
X Aesthetic Awareness: The student will possess aesthetic awareness.
X Social Awareness: The student will demonstrate societal awareness.
Responsibility: The student will display personal and civic responsibility.
Scientific Awareness: The student will possess an awareness of the physical and
biological principles related to science.
7) Department Learning Outcome Alignment:
Which department learning outcomes are central to your SLO?
1. Develop an awareness of the history, diversity, and cultural significance
of dance.
2. Discover and evaluate movement through the use of aesthetic tools
gained.
8) Assessment Assignments and/ or Instruments:
Which were used to assess the SLO’s?
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X Item analysis of exams, quizzes,
problem sets, etc. (items linked to
specific outcomes)
Assignments based on rubrics
(essays/ reports, projects,
performances, presentations, etc.)
Assignments based on checklists
Direct observation of performances,
structured practice or drills, “practical”
exams, small group work, etc.
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Student self-assessments (e.g.
reflective journals, surveys)
Classroom Assessment
Techniques (CATS, “clicker”
mediated responses, etc.)
Capstone projects or final
summative assessment (final
exams, capstone projects,
portfolios, etc.)
Other (please describe)
9) Describe the rubric you used in your SLO assessment:
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Students studied the elements of the Africanist Aesthetic and Europeanist Aesthetic
in regards to dance performance throughout the semester via lecture, PowerPoint,
and viewing of dance on DVD. A PowerPoint lecture was available on line and an
accompanying handout was distributed. Rubric used included list of elements to
determine understanding of concepts and elements of both (see attachment). On
the final exam, students were to write an essay comparing and contrasting the
Africanist and Europeanist aesthetics as pertain to dance.
o Excellent essay
o Satisfactory essay
o Unsatisfactory essay
10) Assessment Results:
 Essay was worth up to 20 points.
18-20 points = excellent
16-17 points = very good
14-15=satisfactory
13 and below=unsatisfactory
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Of 18 students, 10 essays were excellent; 2 were satisfactory and 5 were
unsatisfactory.
Meeting Required Elements
(Assignment and list of elements attached)
11) Action Plan:
Based on the assessment results, what changes, if any, are planned to increase student
success? When will they be implemented? Please check any appropriate boxes and
provide a brief description.
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Conduct further assessment related to the issue and outcome
X Use new or revised teaching methods (i.e., more use of group work,
new lecture, etc.)
A. Although The Africanist Aesthetic is introduced at the beginning of the
course and referred back to throughout the duration, there were still five
students who were not able to list more than half the elements, despite
the fact that several different methods were used to introduce the
material.
B. I plan to use more examples of Africanist dance from contemporary
street styles students are familiar with (ex: battle scenes from Step Up 3
D), pointing out these Africanist elements as they appear on film AS the
lecture is given, not directly afterwards.
C. At least one group process (group assignment done in class) will include
viewing of Africanist dance on DVD with the instructions to list the
elements of the Africanist Aesthetic and explain what each entails.
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Develop new methods of evaluating student work
Plan purchase of new equipment or supplies needed for modified student
activities
Make changes in staffing plans (i.e., modified job descriptions, requests for
new positions, etc.)
Engage in professional development about best practices for this type of
class/activity
Revise the course sequence or prerequisites
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Revise the course syllabus or outline (i.e., change in course topics)
Unable to determine what should be done
No changes necessary
12) Archive: Where is the evidence (documentation / assessment materials, tests,
essays, etc.) stored? Be specific.
A) If the evidence is in electronic form, where is it located (Blackboard, P drive,
network. etc.)?
B) If the evidence is in paper or other form, where is it located (room, department
file cabinet, department chair’s office, etc.)?
File cabinet in Chair’s Office – RM 913 Tech Bldg, Menifee Valley Campus