Western Illinois University: Macomb Campus
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Provost & Academic Vice President
2005 - 2006 Graduate Program Assessment Summaries
College of Fine Arts and Communication
The purpose of this report is to describe the assessment plans as well as the current results of major assessment for 2005-2006. Department results are reported in alphabetical order.
The faculty committee responsible for designing a MFA program has been formed, they have met, but they are yet to bring forth a plan.
Learning Outcomes: Graduates of this program should be able to;
- Gain theoretical knowledge of the field;
- Apply skills and knowledge;
- Know and use appropriate research methodologies;
- Analyze data and draw conclusions to advance knowledge in the field;
- Acquire graduate level writing and oral communication competencies;
- Read scholarly work in terms of theory, professional publications and research.
Direct and Indirect Measurement: 3.0 cumulative GPA or a 3.3 GPA in their last two academic years; periodic attitude surveys and interviews; Thesis/Creative Project Oral Defense Assessment Form; periodic alumni surveys.
Results: Five students successfully completed degree. Scores on Thesis/Creative Project Oral Defense Assessment Form indicate that all students assessed either met or exceeded expectations for the learning objectives.
Feedback: The on-line alumni assessment instrument must become a priority. Tools will be reviewed in order to find one that will allow the development of this database. Proceed with all due speed with the separation of the broadcasting and communication programs at the graduate level.
Learning Outcomes: Students will;
- Demonstrate knowledge of the etiology and characteristics of a variety of communication disorders;
- Be able to evaluate and treat a variety of communication disorders;
- Be able to understand, analyze, and interpret clinical and research data;
- Be able to convey their thoughts in writing in both academic and clinical assignments;
- Demonstrate knowledge of professional issues and their responsibilities as speech-language pathologists; and
- Demonstrate a positive attitude about their clients.
Direct and Indirect Measurement: Student assessment activities occur at four different intervals throughout the program;
- At program entry;
- At mid-career (i.e., three semesters and one summer on campus);
- At graduation (i.e. last semester off campus completing public school practicum and medical-setting internship);
- At alumni status
Quantitative measures at program entry includes GPA (i.e., 3.0 overall undergraduate GPA, or 3.25 in the last two years of undergraduate work and GRE scores, if available. Qualitative measures include letters of recommendation, and personal statement.
Mid-career assessment measures include in-class and take-home exams, assignments, exercises and class projects, Knowledge and Skills Acquisition (KASA) Evaluation for each course (see Attachment #1 for sample of form);evaluations of on-campus clinic supervisors for both diagnostics and on-going therapy (see Attachment #2); graduate portfolio review (see Attachment #3) and graduate review every semester (see Attachment #4).
Graduation (i.e., culminating academic and clinical experiences) assessment measures consist of off-campus supervisor evaluation as students complete public school practicum and medical-setting internship (see Attachment #5), final portfolio review (see Attachment #3), defense of thesis or completion of research project. During internship, students must also pass the American Speech-Language-Hearing Association’s (ASHA) exam and, for those applying for type 73 teaching certificate in Illinois, must pass the Illinois State Teacher Certification Subject Matter examination well.
Assessment of alumni status is assessed through alumni surveys and their employers 1- and 5- years following graduation (see Attachment #6).
Results: The range of GPAs of admitted students into CSD graduate program was between 3.089 and 3.971 (M=3.53). Mid career assessment show that the range of GPAs was between 3.357 and 4.0 (M= 3.65). KASA evaluation showed that all students received a rating of 3 (B+ to A-) or higher. i.e., approximately 75% receiving a rating of 4 to 5 (A- to A+) in all courses. Approximately 75% of the portfolios reviewed received a rating of 3 or higher at first submission, with about 25% needing either to re-write their self-reflective commentaries on course work and clinical experience or to complete required elements (e.g., forgetting to include a course syllabus or a graded lesson plan). Between 90% and 95% of on-campus clinic grades (in speech language clinic, diagnostics, and audiology clinic practica) were in the A range. Only one of the 18 students completed and defended a thesis. Fifteen of the remaining 17 students completed a research project with 80% receiving a grade between A and B and 20% receiving a grade of C. Two are still in the process of completing their research projects and are expected to graduate by August of this year.
Off-campus clinic supervision final evaluation showed that 94% (17 of 18) of graduate students received a rating of 4.6 or higher (A- to A+) and not grade less than a B+ was received in both public school practicum and hospital internship. The range of GPA at graduation was between 3.56 and 4.0 (M = 3.725).
Results of the ASHA test (PRAXIS) showed passing rate of 99% at first take, a much higher passing rate than the national average of 75% for SLPs. Illinois State Certification Subject Matter test scores in the last three years have been equal or better than the state average in all five areas tested namely, Human Development, Speech Lang Hearing Impairment, Assessment, Program Development and Intervention, and Professional Knowledge and Legal Issues.
For the first time, an electronic alumni and their employer survey was conducted. An e-mail listing of 32 alums who graduated 1- and 5-years ago was obtained from the Alumni Office but only 18 responded. The respondents rated their academic preparation and clinical in general between very good to excellent. Responses are still being collected of those returned, the employer rating of CSD graduates (2000-01, 2004-05) have been overwhelmingly in the “Exceeds Expectation” range in academic and clinical knowledge and skills. WIU CSD graduates continue to havea 100% employment rating.
Feedback: The major issue to address is the timely completion of the thesis/research project. The process of selecting a topic, researching it, and writing is problematic to many students. The lack of required papers at the undergraduate level and a phobia of statistics have been identified as root problems. There is a need to foster a research culture at the undergraduate level.
The CSD 603 research project will be re-conceptualized to tie-in more with the applicative aspect of the program and current philosophical view of the profession.
We have streamlined the portfolio process to ensure that student portfolios contain only relevant information to document learning outcomes.
- Music Theory:
- score analysis: the ability to analyze a completed musical composition with regard to its formal, harmonic, and structural content;
- the ability to delineate the particular stylistic features of a musical composition in relation to a particular historical/stylistic period;
- knowledge of the history of music form and the relationship existing between form and content in the sonata form. The ability to analyze a sonata form movement;
- Music History:
- score identification: the ability to identify the probable composer, title, genre, medium and period of a particular musical composition;
- knowledge of the important developments in music from a music-historical point of view;
- the ability to trace a musical genre through various periods of stylistic development;
- knowledge of the basic tools used in music research;
knowledge of the purpose and procedures for conducting the following
types of music research;
- philosophical research;
- history research;
- descriptive research;
- experimental and qualitative research;
- the ability to formulate and implement a research problem;
- knowledge of the basic tools used in music research; knowledge of the purpose and procedures for conducting the following types of music research;
- Music Education: the ability to apply learning theories, pedagogical approaches, an methods of evaluation to all types of teaching situations;
- Performance skills:
- demonstrated technical proficiency on a principal instrument;
- the ability to perform a public recital and perform music literature selected from diverse stylistic periods;
- the ability to incorporate analytical perceptions and historical perspectives into one’s performance;
- knowledge of the solo and ensemble literature;
- understanding pedagogical principles of one’s instrument;
- the development of compositional technique in several media and/or genre;
- development of a compositional technique that enables the composer to develop his/her own personal voice;
- the development of a historical sensibility about composing.
Direct and Indirect Measurement:
At program entry: placement exams, performance auditions, interviews;
Mid-career: performance juries, solo/chamber/ensemble performances, and semester grades in coursework;
At graduation: theses, juried recitals, comprehensive written exams; at alumni with alumni survey.
Results: No data provided.
Feedback Loop: After reviewing the curriculum, student and faculty interest, and NASM degree requirements, the decision was made to change the name of the Master of Arts degree program to the Master of Music degree program. This change was approved by the faculty, administration, Board of Trustees, and Illinois Board of Higher Education and will become effective Fall of 2006.
- To intensively train students desiring to improve knowledge, techniques and skills in the areas of acting, directing, design, and theatre technology;
- To motivate the students to perfect their knowledge of the theatre and to guide the students in the development of artistic skills; and
- With the audience as a teacher, to constantly instruct students in their effectiveness as theatre artists.
Direct and Indirect Measurement: Recruitment auditions, auditions for all productions, feedback from faculty during the callbacks. advising sessions, contributions to production program, design students are assessed on a daily basis through their work in the production program, self-assessment forms, the MFA Final Project (casting in a major role in a Mainstage production or assigned a significant design for a Mainstage production or directing a Mainstage show as a capstone project), including pre- and post-production papers, some internship opportunities, portfolios.
Results: Assessment is ongoing. Demonstrated improvement in the quality of auditions for university productions, recognition of student skills through substantial interest in our acting students by professional companies at all levels, recognition of student skills through successful showings at the American College Theatre Festival regional and national conferences, and student-generated performance opportunities.
Feedback Loop: Feedback is provided to the students through close mentoring both in connection with formal assessment and with opportunities to communicate with faculty and theatre professionals. Student actors, directors and designers are directly mentored by faculty advisors. Advisors observe rehearsals and give continued feedback on the artistic process. Students participate in post-production evaluations which include the audience’s reception of the work. Curriculum and assessment process is reviewed annually.