Chabot College Program Review Report Year ONE of Program Review Cycle. Music Recording & Technology

Transcription

1 Chabot College Program Review Report Year ONE of Program Review Cycle Music Recording & Technology Submitted on 10/24/14 Contact: Eric Schultz

2 Table of Contents Year 1 Section 1: Where We ve Been Section 2: Where We Are Now Section 3: The Difference We Hope to Make Year 2 Section A: What Progress Have We Made? Section B: What Changes Do We Suggest? Year 3 Section A: What Have We Accomplished? Section B: What s Next? Required Appendices: A: Budget History B1: Course Learning Outcomes Assessment Schedule B2: Closing the Loop Assessment Reflections C: Program Learning Outcomes D: A Few Questions E: New Initiatives F1: New Faculty Requests F2: Classified Staffing Requests F3: FTEF Requests F4: Academic Learning Support Requests F5: Supplies and Services Requests F6: Conference/Travel Requests F7: Technology and Other Equipment Requests F8: Facilities

3 YEAR ONE 1. Where We ve Been - Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to nomore than one page. As you enter a new Program Review cycle, reflect on your achievements overthelastfew years. What did you want to accomplish? Describe how changes in resources provided to your discipline or program have impacted your achievements. What are you most proud of, and what do you want to continue to improve? 2. Where We Are Now - Review success, equity, course sequence, and enrollment data from the past three years at Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative to twopages. After review of your success and retention data, your enrollment trends, your curriculum, and your CLO and PLO results, provide an overall reflection on your program. Consider the following questions in your narrative, and cite relevant data (e.g., efficiency,persistence, success, CLO/PLO assessment results, external accreditation demands, etc.): What are the trends in course success and retention rates (based on overall results and CLO assessments) in your program? Do you see differences based on gender and/or ethnicity? Between on-campus and online or hybrid online courses? Provide comparison points (college-wide averages, history within your program, statewide averages). 1. Success and persistence rates. 2. Distance education vs. face-to-face courses. 3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at forpr.pdf prior to completing your narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages, and be very specific about what you hope to achieve, why, and how. Note: Chabot is in the process of creating our next Educational Master Plan, to last six years. Educational Master Plans are generally large enough in scope to be flexible. They are used in particular at the District Level to guide in facility and community planning. Please take this moment to reflect on your program s larger term vision(s) and goals (6 years), and to incorporate them into Program Review under the section below as a separate paragraph

4 or otherwise. The drafters of the Educational Master Plan will be mining Program Review for contributions to the plan, with a commitment to read what programs have submitted. IR has offered to work with programs to determine future market trends to be incorporated into this year s program review in relation to long-term goals. Please contact Carolyn Arnold for support. We will have other avenues to communicate with the Educational Master Plan Consultants. This is simply one avenue. What initiatives are underway in your discipline or program, or could you begin,that would support the achievement of our Strategic Plan goal? Over the next three years, what improvements would you like to make to your program(s) to improve student learning? Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan) What areyour specific, measurable goals? How will you achieve them? Would any of these require collaboration with other disciplines or areas of the college? How will that collaboration occur?

5 Music Recording & Technology, Year One Narratives I. Where We ve Been The Music Recording & Technology Department at Chabot College is coming out of an awkward period of massive change and substantial instability a sort of adolescence of the program. The primary cause of this lack of foundation is the professional flux of the sole full-time faculty, yours truly. In 2009, I was hired to create a commercial music program at the college, largely from scratch. After introducing the curriculum in the Fall of 2010, and then overhauling it almost immediately in the Fall of 2011, I was functioning as interim dean of the (now) AHSS division by the Fall of I did not return to the faculty until January, During those three semesters, the discipline was taught entirely by two part-time instructors. While I did my best as dean to continue to oversee the MURT program that I had started, my administrative duties yielded a largely distracted and sloppy job of doing so. Institutionally speaking, the program has had a lack of consistent, fully-present leadership since its inception. Further, between , our pedagogy was substantially hindered by not having a proper home. We taught MURT classes out of the Digital Media Lab while our new facility was being built in Building We moved into our new home, a beautiful-looking but acousticallychallenged 2300-square foot recording studio and computer lab in the middle of the Spring semester, In short, this program, which was created in the Fall of 2010, is really only now in its second full semester of having a permanent home and a dedicated full-time faculty member to steer the ship. Nonetheless, we have enjoyed some bright spots while we look to continually improve: To date, we have placed six students into internships at Fantasy Studios in Berkeley, probably the second-most important recording studio in the Bay Area (behind Skywalker Studios). We are enjoying a good working relationship with Fantasy and look to continue partnering with them. In 2012, we brought on Michael Rosen, a Grammy-award winning recording engineer as part-time faculty. He has been teaching all of our recording and mixing classes almost exclusively, and our students are truly getting an outstanding education as a result of his professional expertise and strong commitment to constantly improving his own pedagogical effectiveness. While the new recording studio and technology lab are acoustically flawed, they have been an enormous upgrade for us, and weenjoy one of the better educational facilities of its kind in the entire state. Although have enjoyed budgetary support in terms of equipment, we feel that we are one more substantial equipment request away from getting there with the overall state of our recording lab. The biggest next step for the MURT program will be the approval of an A.S. degree and Certificate program. Our applications for these are headed to Sacramento this semester. Looking ahead, we would very much like to see the creation of ongoing, sustainable annual budgets for software upgrades and professional development to ensure that our students are receiving top-shelf instruction on the most up-to-date industry standard software tools.

6 II. Where We Are Now In a general sense, the MURT program is currently in the best shape it has ever been in. Facultywise, the full-time anchor is back and focused on the program, and the two adjunct instructors are set up to teach the courses at which they excel the most. Our recording studio and technology lab are both in the best shape they ve been insofar as most of the hardware and software are dialed in for students to use effectively. Our enrollment numbers were very strong this semester; despite a campus-wide downturn, all of our lab courses were maxed out at census. Pedagogically, with the return of a full-time lead faculty, there is a great deal more cohesion and integration in what is being taught across the curriculum. At the halfway point of this semester, I can say that our students are farther along and more engaged than they ever have been in the history of the program. All told, this should be the best year yet in the MURT discipline; all of the parts are now coming together to form a cohesive whole. A look at the data reveals, more than anything, the negative impacts that the loss of a full-time faculty lead has on student success. During the semesters in which the full-time lead faculty was out of the classroom and working as an administrator, success numbers declined across the board. Overall student success went down from 63% to 50% in the first semester without a lead faculty (Fall 2012). Those numbers stayed around 50% until Spring 2014, the first semester that the lead faculty was back full-time in the classroom. At this point, student success jumped back up to 69%, which is right where the numbers were at during the semesters in which the full-timer was in the classroom. What does this all say? In a word, a program without a full-time lead faculty suffers from a lack of leadership. This is borne out by many nuanced factors that a program without leadership has to overcome. Without a full-time lead, curricular cohesion suffers from a lack of pedagogical vision. Complex, multi-course curricula such as the MURT program works best when there is attention to both the local, course-by-course pedagogy as well as a broad, program-wide educational perspective. A lack of this wider perspective yields a student experience that can feel much more piecemeal than several parts of a cohesive whole. Without a full-time lead, there is no one around to organize meetings among faculty or students, which are important in that they open channels of communication and create community. The students in the program don t feel as if they are part of a program, which, in my opinion, significantly erodes a student s intrinsic motivation to succeed. Not having a full-time lead means that there is no one around to putter in the facility, making sure that all of the little details are taken care of and that the technology is running smoothly and effectively. This can lead to a facility that, while functional, has many small broken parts. A student who has to deal with the annoyance of a non-functional piece of equipment day after day starts to feel that if the school doesn t care enough to fix the simple problem, then the school doesn t care about them. It cheapens the experience, and in doing so diminishes a student s intrinsic motivation to succeed. In the case of MURT, the lack of a full-time lead meant that part-time faculty were sometimes teaching out of their area of specialty, thus weakening instruction. A full-time lead can and should offer discipline-specific insight into the strengths and weaknesses of part-time faculty. This insight can and should be used in the decision-making process of staffing classes to try and create the best possible matchups for both students and faculty to succeed.

7 Finally, a look at the data on student success suggests, alarmingly, that the lack of a full-time faculty in this area may have also led to an equity issue. Student success rates for Hispanic students fell significantly (from 73% to 49%) starting in the Fall of 2012, the first semester without a full-time lead. Upon the return of the full-time lead in Spring 2014, the success rates for Hispanic students jumped dramatically back up from 53% up to 71%. A similar, but far less extreme trend happened with African-American students during that time. Why is this? While there are many possible explanations for this, I believe that the biggest factor has to do with the difference between the part-time faculty and the full-timer in contextual understanding of the student body at Chabot. (It bears saying at this point that all three MURT faculty members are white males from middle-class backgrounds). It is no secret that the typical Chabot student is less academically prepared than students at other schools. Public schools in our service area typically have among the worst standardized test scores in the Bay Area. As such, our students come to us underprepared not only in specific subject skills (writing, reading, math), but also are underprepared for the academic rigors of being a student at a college institution (study habits, attendance, deadline-making, time management, etc.). The full-timer in MURT spends the entirety of his professional time on campus at Chabot, and is familiar with this aspect of our student body. The full-timer has been in countless meetings, formal and informal discussions with his colleagues about this topic, discussing the why and how of teaching our student body, and has invested much thought into those issues specific to our diverse campus. Our part-time faculty members are on campus only to teach their specific classes. The rest of the time, they are, appropriately, working in the very fast-paced, project-oriented, professionally intense world of commercial music production. They have not had the experience of being in daily or weekly discussions about how best to teach and reach our diverse student body. Their expectations of what our students are ready for academically are based more on their own student experience, and don t always line up with the preparation that our students have had. Not having the voice of the full-timer in frequent, discipline-specific pedagogical discussions, has, in my opinion, led to a mis-calibration by our part-timers in terms of where our students are academically. This is borne out in the lowered rates of student success, and amplified in the success rates of our most underserved student populations. Having the full-timer back in the mix will, I hope, lead to a better understanding of our student body and improve teaching strategies that will lead to higher success rates.

8 III. The Difference We Hope To Make A. Initiatives Already Underway The Pathway: The strategic plan of our college is to increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support. This applies to MURT in several ways. First, the pathway must be not only clarified, but officially established. At this moment, there is no official MURT degree or certificate program. We have graduated students up until now by using the Individual Occupational Major option, but this has always been intended to be a bridge to an eventual degree and certificate. The A.S. and Certificate of Achievement in Music Industry & Technology was approved by the curriculum committee back in However, the application to the State Chancellor s office for these programs has not been submitted. Those applications are now 90% complete, and the goal is to have them sent off to the State Chancellor s office for approval before the end of the Fall 2014 semester. Barring any unforeseen obstacles, we hope that by the time students return from summer for the Fall 2015 semester there will be a clear A.S. and Certificate program in the college catalog. Until then, we will continue to employ the I.O.M. option for students whose timelines are ahead of those of the institution. One of important facets of clarifying this pathway is to offer the courses within the program in a logical way that allows students to complete it efficiently. The ongoing degree/certificate course requirements and offering schedule will, once fully established, look like this: Course Title Units Semester MURT 21 Audio Recording I 3 Fall (two sections) MURT 22A Electronic Music Production I 3 Fall (two sections) MURT 22B Electronic Music Production II 3 Spring (one section) MURT 23 Audio Recording II 3 Spring (one section) MURT 24 Advanced Mixing Techniques 3 Spring (one section) MURT 25 Live Sound Reinforcement 1 Spring (one section) MURT 26 Music Business & the Law 3 Spring (one section) MURT 28 Music Industry Career Development 3 Fall (one section) MUSL 8 History of Rock & Popular Music 3 Both + Summer (two large-lecture sections) MUSL 6 Basic Music Skills 2 Both (two sections) MUSL 28 Musical Structure & Songwriting 2 Spring (one section) Total 29 Much of this work has already been done and 90% of the schedule is currently in place. Only one class on the above grid needs to be added to the schedule to make it complete. MUSL 28, Musical Structure & Songwriting, has not yet been offered at the college due to budget restraints. We are asking in this Program Review cycle that the course be added to the Spring 2016 schedule so that, when the degree program becomes official, the course will be offered and

9 ready to go. Once in place, our curriculum will be complete, and offered in an efficient and logical way so that a student can successfully complete all of these courses (essentially the Certificate of Completion) within a two semester period. Facilities & Equipment: The most significant initiative in establishing the MURT discipline at Chabot College as a viable, successful pathway has been the building and implementation of a proper facility. As has been previously stated, we moved into our 2300-square foot Music Technology Lab & Recording Studio in the 1200 Building in the Spring of Although there are some serious design flaws (specifically, acoustics & AV) the facility is a point of pride on the campus and one of the best educational facilities of its kind in the region and the state. We have done well to outfit this facility with industry-standard hardware and software up to this point. However, one last significant budget request needs to be made this cycle to finish the job. From the beginning, my plan has been to outfit the new facility with appropriate, professional equipment in stages. The logic behind this was to allow for changes and to accommodate the unexpected. We are now mostly settled in to the facility and have a few semesters under our belt. We know what we need in terms of software & equipment to get us to where we need to be in terms of setting up this complex facility. Those needs are included in the equipment & technology requests in this program review document. If achieved, we will be able to move from building mode to update & upkeep mode (far less costly) in our facility. B. New Initiatives (3-year plan) Student Access to the Studio & Lab: Once we have our recording studio & technology lab properly outfitted, the best way to not only attract and keep students in our program but give them the best shot at success is to give them as much access as possible to the facilities. Music technology training is largely hands-on; as such, the more access students have to hands-on learning, the better off they will be. Presently, each of the tech-heavy courses in MURT has a two-hour per week requirement for TBA lab time. Each course that requires that time (4 sections in the Fall, four sections in the Spring) has tied to it a two-hour block of open lab time, staffed by a MURT faculty member. Students thus have 8 hours of open lab per week to take advantage of to meet their TBA requirements. I would like to give students even more supervised access to our facilities, beyond just the TBA requirements that are part of the classes. Specifically, this initiative is to give students 20 hours per week of access to the lab and studios beyond the class requirements, supervised by a parttime classified professional with training specific to this discipline. If students are able to use our facilities to produce & record their own projects, supervised by an expert in the field, there will be numerous positive effects, consistent with the goals of the strategic plan: 1) Increased access to facilities and equipment will improve student success within the curriculum, thus reducing repeat coursework due to failure and withdrawal, this improving completion time; 2) Increased access to the facilities will generate more collaborative student projects, which will not only increase the students skill bases, but foster a larger sense of community & belonging which will increase success and retention; 3) Increased access to the facilities & equipment will provide a higher degree of hands-on experience, thus improving the

10 student s equipment-specific skills and enhancing their job preparedness; 4) Increased access to facilities and equipment will lead to more student-driven music projects, thus increasing the public profile of our program and attracting more potential students with deep interest in this field. For the above reasons, we are asking in this cycle for a 20-hour per week classified professional to staff open lab and studio time in our facility beyond the time already established by our course offerings. We feel that this would dramatically improve student success and retention rates, and significantly enhance the overall quality of our education, leading to more highly trained and employable graduates. Sustainable Institutional Support for Equipment, Software Upgrades & Professional Development: Presently, there is no ongoing (rollover) budget for the MURT discipline to pay for equipment maintenance, software updates or professional development. If this continues, it will obstruct our program from being able to offer a quality, professional training to our students. Changes and improvements to commercial music technology occur rapidly and often dramatically. New technologies, developments in audio equipment and advancements in software happen every year in the music industry. In order to be able to provide an effective, competitive education in this industry, our program needs to have the ability to keep up with those changes. We are asking for a sustainable, ongoing, rollover budget commitment from the college in these areas. Specifically, we d like to see an annual commitment of $4000 in equipment & supplies, $4000 to help keep our software up to date, $1000 in repairs & professional service, and $1000 in professional development. Our students need access to the most up-to-date industry-standard software and top-shelf instruction from the faculty that teaches it. An ongoing financial commitment from the college will be invaluable in helping us maintain our excellent facilities and ensure consistency and accuracy in our instruction. Industry Partnerships: As previously mentioned, we have already been cultivating a solid relationship with Fantasy Studios, one of the most important audio recording facilities in the Bay Area, and certainly the most established, well-known studio in the East Bay. We have created the beginning of a pipeline of students who leave our program and become interns at Fantasy, and so far it has been a win-win-win for everyone involved. We would like to expand and develop these kinds of relationships with other professional entities throughout the region. Establishing these partnerships will be a boon for our students, giving them access to and a connection with the industry leaders in our region. Further, it will keep the faculty at Chabot in touch with the professional standards and opportunities in the related industries beyond just music recording video game audio, audio for film & TV, concert promotion, artist management and music in advertising to name a few. Our goal is in three years to have established relationships with professional entities in the following sub-industries. These relationships may include face-to-face networking, internships,

11 site visits, guest lectures, and will hopefully lead to increased professional opportunities for our graduates. Music recording Video game music & sound Audio for TV/Radio/Film Concert Promotion Artist Management Voice over recording & production Music in Advertising (jingles)

12 C. Long-term Initiatives (6-year) Curriculum Development: At present, our MURT curriculum is designed to give students who come through the program a quality education in the biggest areas of the commercial music industry in a very short time. Music recording & production, music business, and live concert sound are all aspects of industry training covered by our program. Insofar as designing an all-in-one package that covers a lot in a small amount of courses, I believe we are doing an excellent job in the way that the curriculum is set up. That said, a long-term goal worthy of pursuing would be to expand our curriculum (and thus our program) to cover even more important industry topics. In particular, I would like to see our program grow into offering viable instruction in sound design and video game music. These are aspects of music production that are admittedly under-covered in our current curriculum. Our region, along with Los Angeles & New York, has the advantage of being an epicenter for this kind of work, especially in the video game industry. We are perhaps doing a disservice to our students in overlooking this important area for career opportunity. In six years, I believe that it is important that we fully explore the possibilities in offering this kind of instruction, and, if appropriate, expand our current curriculum to cover this potentially valuable educational opportunity for our students. For-Profit Booking of Our Recording Studio: Combining educational training and professional service to the outside public is a tricky proposition. Finding the balance between meeting the professional obligations to a paying client while also meeting the pedagogical needs of developing students is a very fine line to walk. To be honest, I am not certain that it is even possible to do while maintaining both professional and educational integrity. My strongly held view is that we are an educational institution, and that our first and most important obligation is to the development (both professional and personal) of our students. That said, the idea of offering professional recording services out of our facility, manned by supervised, advanced recording students, has many potential benefits. Our students would get supervised training working in a professional capacity for paying customers, an experience for which there is no real substitute. We would be supplying our community with a valuable, more affordable professional service. And, if managed correctly, we could, eventually, make enough profit to be a highly self-sustaining program. This notion is, at present, just a notion; a proposition that needs much more research and thought before reaching a conclusion. However, in six years, this notion should be fully vetted and acted upon, even if that action is one that ultimately maintains the status quo. 1

13 Appendix A: Budget History and Impact Audience: Budget Committee, PRBC,and Administrators Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee recommendations. Instructions: Please provide the requested information, and fully explain the impact of the budget decisions. Category Budget Requested Budget Received Budget Requested Budget Received Classified Staffing (# of positions) Supplies & Services Technology/Equipment 38,000 38,000 26,000 23,000 Other TOTAL 1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized. The received monies in terms of Equipment (6000) has impacted student learning greatly in that it has helped to setup our new recording studio and technology lab. Without these funds, students would not have access to several industry-standard, highly necessary pieces of equipment. Getting students handson access to this level of equipment better prepares them for vocational success once they leave the college. 2. What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety compromised, or enrollment or retention negatively impacted? Two-part answer here: 1) While most of our equipment (6000) requests have been met, we are still one substantial year s worth of requests away from getting there with the equipment in our new facility. We are making the last big push for 6000 requests this year. Once there we will move decidedly from building mode to maintaining & updating mode, which promises to be much less costly. 2) Outside of our 6000 Equipment requests, we still have substantial needs in terms of staffing, ongoing software maintenance, and professional development. With our new facility, we need to do our best to provide students with as much access as possible to hands-on experience with the highly complex and proprietary equipment. Not having a dedicated classified professional to oversee the facility outside the bounds of regular class time diminishes student access, lowering student success by limiting access to student mastery of skills on the hardware and software. Beyond this, we would like to see an ongoing, sustainable annual budget that both helps us to fund software upgrades as well as to provide professional development for our faculty. This will help to ensure that our students are getting top-shelf instruction on the most up-to-date industry-standard hardware & software, which we cannot honestly say we are doing at present. 2

14 Appendix B1: Student Learning Outcomes Assessment Reporting Schedule I. Course-Level Student Learning Outcomes & Assessment Reporting (CLO-Closing the Loop). A. Check One of the Following: NO CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year s Program Review. Note: All courses must be assessed once at least once every three years. Yes, CLO-CTL were completed for one or more courses during the current Year s Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and include in this Program Review. B. Calendar Instructions: List all courses considered in this program review and indicate which year each course Closing The Loop form was submitted in Program Review by marking submitted in the correct column. Course *List one course per line. Add more rows as needed. MURT 21 This Year s Program Review *CTL forms must be included with this PR. Last Year s Program Review 2-Years Prior *Note: These courses must be assessed in the next PR year. X MURT 22A X MURT 22B X MURT 23 X MURT 24 X MURT 25 X MURT 26 X MURT 28 X 3

15 Appendix B2: Closing the Loop Course-Level Assessment Reflections. Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held Closing the Loop discussion Faculty members involved in Closing the Loop discussion Form Instructions: Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in elumen. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-LEVEL OUTCOMES DATA RESULTS CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE ) (CLO) 1: Defined Target Scores* (CLO Goal) Actual Scores** (elumen data) (CLO) 2: (CLO) 3: (CLO) 4: If more CLOs are listed for the course, add another row to the table. * Defined Target Scores:What scores in elumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the elumen data collected in this assessment cycle? 4

16 PART II: COURSE- LEVEL OUTCOME REFLECTIONS A. COURSE-LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? B. COURSE-LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? 5

17 C. COURSE-LEVEL OUTCOME (CLO) 3: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? D. COURSE-LEVEL OUTCOME (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 6

18 PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 2. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 3. What is the nature of the planned actions (please check all that apply)? Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other: 7

19 Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: --Program Level Outcomes currently in development-- PLO #1: PLO #2: PLO #3: PLO #4: What questions or investigations arose as a result of these reflections or discussions? What program-level strengths have the assessment reflections revealed? What actions has your discipline determined might be taken to enhance the learning of students completing your program? Program: PLO #1: PLO #2: PLO #3: PLO #4: What questions or investigations arose as a result of these reflections or discussions? 8

20 What program-level strengths have the assessment reflections revealed? What actions has your discipline determined might be taken to enhance the learning of students completing your program? 9

21 Appendix D: A Few Questions Music Recording & Technology Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No explanation is required for "yes" answers :-) 1. Have all of your course outlines been updated within the past five years? YES 2. Have you deactivated all inactive courses? (courses that haven t been taught in five years or won t be taught in three years should be deactivated) YES 3. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? a. NO One course, MURT28 Musical Structures & Songwriting has not been offered due to budgetary restraints. This course was created in 2011 and has, at this time, never been offered. However, via consultation with our new dean, we are looking forward to offering the course for the first time in the Spring of Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline for completing that work this semester - YES 5. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no, identify which courses still require this work, and your timeline for completing that work this semester. - YES 6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline to complete that work this semester. a. NO the PLO s for the MURT Program are in the end stages of development as we get ready to send off our application for an AS degree & Certificate this semester. 7. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? YES 8. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why you think this may be. - + Unknown. 10

22 Appendix E: Proposal for New Initiatives (Complete for each new initiative) MURT INITIATIVE 1 Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? Creation an official A.S. Degree & Certificate of Completion program establishes the pathway for MURT students. What is your specific goal and measurable outcome? Application for the A.S. and Certificate programs in Music Industry & Technology will be sent to the State Chancellor before the end of this semester. Measurable outcome will be approval, inclusion in the college catalog, and offering of the only un-offered class, MUSL28. What is your action plan to achieve your goal? Target Required Budget (Split out Activity (brief description) Completion personnel, supplies, other Date categories) Complete application and send to state chancellor 1/1/2015 Continue current course offerings, add 1 section of MUSL 28 for Spring /1/ CAH in spring 2016 semester (ongoing) How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions x Reassigning existing employee(s) to the project; employee(s) current workload will be: x Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain 11

23 At the end of the project period, the proposed project will: x Be completed (onetime only effort) x Require additional funding to continue and/or institutionalize the project (obtained by/from):cemc Will the proposed project require facility modifications, additional space, or program relocation? NO Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources: 12

24 MURT INITIATIVE 2 Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? This year s round of requests finally complete the equipping of our new facility be adding important gear, replacing outdated, malfunctioning gear, and ending the reliance of the program on instructor s personal equipment. It will take us from the building stage of our facility to a far less costly update & upkeep stage. Providing students with up-to-date equipment will not only enhance the quality of their instruction, but will increase persistence and student success by allowing hands-on access to industry-standard gear, maximizing student interest in the subject matter and increasing intrinsic motivation to succeed. What is your specific goal and measurable outcome? Complete the establishment of Recording Studio & Technology Lab facility with one final big ask of Instructional Equipment during this PR cycle. What is your action plan to achieve your goal? Activity (brief description) Target Completion Date Required Budget (Split out personnel, supplies, other categories) Make request of all required equipment to budget committee 7/1/15 Approx $45,000 in one-time 6000 equipment purchases How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain 13

25 At the end of the project period, the proposed project will: Be completed (onetime only effort) Require additional funding to continue and/or institutionalize the project Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources: (obtained by/from): 14

26 MURT INITIATIVE 3 Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? If students are able to use our facilities to produce & record music projects, supervised by an expert in the field, there will be numerous positive effects, consistent with the goals of the strategic plan: 1) Increased access to facilities and equipment will improve student success within the curriculum, thus reducing repeat coursework due to failure and withdrawal, this improving completion time; 2) Increased access to the facilities will generate more collaborative student projects, which will not only increase the students skill bases, but foster a larger sense of community & belonging which will increase success and retention; 3) Increased access to the facilities & equipment will provide a higher degree of hands-on experience, thus improving the student s equipment-specific skills and enhancing their job preparedness; 4) Increased access to facilities and equipment will lead to more student-driven music projects, thus increasing the public profile of our program and attracting more potential students with deep interest in this field. What is your specific goal and measurable outcome? Add 20 hours per week of supervised open lab/studio time beyond the scope of the TBA requirements of the course curriculum. What is your action plan to achieve your goal? Activity (brief description) Hire a 20-hour per week classified professional to supervise the recording studio and technology lab outside of class time. Target Completion Date Required Budget (Split out personnel, supplies, other categories) 8/1/15 Hiring of a part-time, level 37 Instructional Computer Laboratory Specialist 15

27 How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain At the end of the project period, the proposed project will: Be completed (onetime only effort) Require additional funding to continue and/or institutionalize the project Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources: (obtained by/from): 16

28 MURT INITIATIVE 4 Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? Establishing ongoing, annual institutional support for equipment purchase & maintenance, software upgrades and professional development substantially improves student learning by providing them with the most up-to-date, industry standard hardware & software, supporting the maintenance & upkeep of that equipment, and ensuring that faculty instruction reflects a fully trained and informed professional perspective. What is your specific goal and measurable outcome? Establish an annual, sustainable, rollover budget for the MURT area which addresses our ongoing needs: equipment purchase & upkeep, software updates and professional development for faculty on up-to-date software. What is your action plan to achieve your goal? Target Required Budget (Split out personnel, supplies, other categories) Activity (brief description) Completion Date Establishment of sustainable, rollover budgets for MURT area 7/1/15 $4000 annually in equipment & supplies; $4000 annually in software updates; $1000 annually in equipment maintenance and professional specialists; $1000 annually in professional development for faculty How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: 17

29 Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain At the end of the project period, the proposed project will: Be completed (onetime only effort) Require additional funding to continue and/or institutionalize the project Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources: (obtained by/from): 18

30 MURT INITIATIVE 5 Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? Establishing partnerships with industry entities in the commercial music field will clarify pathways by providing specific, face-to-face information and possibly experience for our students. Student persistence will increase as a result of getting a better glimpse of the reality of their professional opportunities. Student learning will be improved through exposure to real-world industry professionals & experiences. What is your specific goal and measurable outcome? Our goal is in three years to have established relationships with professional entities in the following sub-industries.:music Recording, Video Game Music & Sound; Audio for TV/Radio/Film; Concert Promotion; Artist Management; Voice-over Recording; Music in Advertising. These relationships may include face-to-face networking, internships, site visits, guest lectures, and will hopefully lead to increased professional opportunities for our graduates. What is your action plan to achieve your goal? Activity (brief description) Lead faculty works one-on-one with industry professionals in the region to cultivate partnerships. Target Completion Date Required Budget (Split out personnel, supplies, other categories) 8/1/17 Possible reassign time for faculty to coordinate internships & professional experiences How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: 19

31 Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain:reassign time At the end of the project period, the proposed project will: Be completed (onetime only effort) Require additional funding to continue and/or institutionalize the project(perhaps) (obtained by/from): Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain:cooperative agreements with off-campus industry entities Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources: 20