UNIVERSITY OF KENTUCKY PROGRAM ASSESSMENT PLAN Master of Music in Music Therapy

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1 UNIVERSITY OF KENTUCKY PROGRAM ASSESSMENT PLAN Master of Music in Music Therapy 1. Introduction This assessment plan is for the Master of Music in Music Therapy offered by the School of Music in the College of Fine Arts Unit Mission Statement: The mission of the University of Kentucky Music Therapy Program is to advance cutting edge, evidence-based music therapy practices within the contexts of research, education, and clinical care. Our goal is to provide high quality, comprehensive academic training for graduate students within the context of a combined research and practice-oriented framework Basic Assessment Approach: All outcomes will be assessed on a three-year cycle. Please see the attached Curriculum Map for more information Definition of Key Terms: The American Music Therapy Association (herby known as AMTA) is the approving body for post-secondary music therapy programs in the United States. 2. Assessment Oversight, Resources 2.1. College Learning Outcomes Assessment Coordinator: The Associate Dean for Assessment and Strategic Planning will be responsible for coordinating all assessment outcomes at the college level Unit Assessment Coordinator: The Director of the School of Music will be responsible for coordinating all assessment outcomes within the School of Music Other Assessment Resources: Assessment oversight for the music therapy program will be the responsibility of the Director of Music Therapy in conjunction with the Division Coordinator for Music Education and Music Therapy. Should further review be needed, the School of Music Assessment Committee will be consulted. 3. Program-Level Learning Outcomes 3.1. Learning Outcomes by Program: SLO 1: The student will develop the ability to describe research findings and utilize, combine, or integrate these findings within the practice of music therapy (AMTA Curricular Structure 4.2.3). SLO 2: The student will demonstrate in-depth knowledge and advanced competency in music therapy theory, advanced clinical skills, and music therapy research (AMTA Standards for Master s Degrees: 4.0, 4.1.1, & 4.1.3). SLO 3: The student will develop an in-depth understanding of the clinical and supervisory roles and responsibilities of a music therapist (AMTA Standards for Master s Degrees: Advanced Clinical Skills, 4.1.2) Accreditation Standards/Outcomes by Program: The AMTA Standards stated above can be found at

2 4. Curriculum Map Course Number Title SLO 1(Research) SLO 2 (Advanced Competency) SLO 3 (Supervision) MUS 630 Medical Music Therapy MUS 631 MUS 732 MUS 730 MUS 706 MUS 770 MUS 633 MUS 664 Music in Counseling Seminar: Topics in Music Therapy Independent Work in Music Therapy Music Learning and Behavior Psychology of Music Graduate Clinical Placement Music for Special Learners MUS 600 Research I R R MUS 768 Thesis E E 5. Assessment Methods and Measures R R E Key: I=introduce; R= reinforce; E=emphasize 5.1. Direct Methods: SLO 1 is assessed using a rubric. See Appendix SLO 2 is assessed using a rubric. See Appendix SLO 3 is assessed using a rubric. See Appendix Indirect Methods: N/A 6. Data Collection and Review 6.1. Data Collection Process/Procedures: SLO 1: Students ability to describe research findings and utilize, combine, or integrate these findings within the practice of music therapy will be assessed via a student presentation as the culminating project in MUS 768. Students cannot enroll in MUS 768 until all other degree credits have been completed. This includes 12 credits in music therapy, 9 credits in electives, and 3 credits in music coursework have been completed. Student competency will be assessed by the students thesis committee using a presentation rubric. Eighty percent of all students will receive a proficient or higher rating. SLO 2: Students ability to demonstrate in-depth knowledge and advanced competency in music therapy theory, advanced clinical skills, and music therapy research will be assessed in MUS 768 via a final, written

3 project. Students cannot enroll in MUS 768 until all other degree credits have been completed. This includes 12 credits in music therapy, 9 credits in electives, and 3 credits in music coursework have been completed. Student competency will be assessed by music therapy faculty using a project rubric. Eighty percent of all students will receive a satisfactory or higher rating. SLO 3: Students ability to demonstrate an in-depth understanding of the clinical and supervisory roles and responsibilities of a music therapist will be assessed in MUS 633. Student competency will be assessed by the course instructor using a project rubric. Eighty percent of all students will receive a satisfactory or higher rating. 7. Assessment Cycle and Data Analysis 7.1 Assessment Cycle: Formative assessment of student learning takes place throughout the program and occurs in all courses. Artifacts of formative assessment are maintained by the faculty teaching those courses for one year after the completion of the course. Program-level assessment data are gathered only at the summative points in the curriculum (MUS 633 and MUS 768). The program will follow a three year assessment cycle, with all outcomes assessed annually. Master of Music in Music Therapy Reporting Cycle Outcome Number Stated Student Learning Outcome Cycle Academic Year 1 The student will develop the ability to describe Yearly research findings and utilize, combine, or integrate these findings within the practice of music therapy (AMTA Curricular Structure 4.2.3). Reporting Year October 31, 2016 October 31, 2017 October 31, The student will demonstrate in-depth knowledge and advanced competency in music therapy theory, advanced clinical skills, and music therapy research (AMTA Standards for Master s Degrees: 4.0, 4.1.1, & 4.1.3). 3 The student will develop an in-depth understanding of the clinical and supervisory roles and responsibilities of a music therapist (AMTA Standards for Master s Degrees: Advanced Clinical Skills, 4.1.2). Yearly Yearly October 31, 2016 October 31, 2017 October 31, 2018 October 31, 2016 October 31, 2017 October 31, Data Analysis Process/Procedures: Data will be collected and analyzed by the Director of Music Therapy and disseminated at the first fall Music Education/Music Therapy division meeting. Data will be reviewed by the division and programmatic improvements will be discussed. Data will then be provided to the Unit (School of Music) Head by October 15 each year. Data will be reported to the Dean of the College of Fine Arts by October 31 each year. 7.3 Data Analysis Report Process/Procedures: Initial assessment oversight will be the responsibility of the Director of Music Therapy in conjunction with the Division Coordinator for Music Education and Music Therapy. From there, data will be reported to Director of the School of Music and then the Dean of the College of Fine Arts. Should further review be needed, the School of Music Assessment Committee will be consulted. Results will be integrated into program review by AMTA and the National Association of Schools of Music at scheduled review dates.

4 8. Teaching Effectiveness All instructors will use the University Teacher Course Evaluation (TCE) process to be evaluated by their students each semester. Each instructor will be asked to provide self-reflection which will include areas of improvement. The Department Chair will review the TCE results, any available peer review forms, and the self-reflection with the instructors and provide feedback to the instructor. This will occur on an annual or biannual basis. 9. What are the plans to evaluate students post-graduate success? Post-graduate success will be assessed using a post-graduation survey. Data on board certification, employment, and service will be gathered. Periodic surveys will additionally be taken to monitor long term success. See Appendix 10.4 for survey tool. 10. Appendices

5 Appendix 10.1 Presentation Rubric (SLO 1) Distinguished Proficient Basic Unsatisfactory The final oral exam responses were well thought out showing an in depth understanding. There were no verbal prompts needed to prompt the interviewee to speak, nor were there use of detractors, like um, ya know.the language was precise showing knowledge about the profession. The final oral exam is somewhat focused with no more than 2 verbal prompts, showing some depth in the answers with the use of few distractors like um, ya know with discernable use of appropriate language The final oral is somewhat unfocused, with no more than 4 verbal prompts from at least 2 of the committee members, numerous use of distractors using um/ ya know with difficulty in using appropriate professional language correctly when answering the questions. The final oral rambles, not much thought or depth given to the questions or answers, continuously needing verbal prompts by committee members and fails to use appropriate language correctly for the profession.

6 Appendix 10.2 UKMT Culminating Project/Thesis Rubric (SLO 2) Student Date Task Writer completes assigned tasks in a timely manner. Marginal and/or Inconsistent Progress Toward Competency (0) Emerging Progress Toward Competency (1) Satisfactory Progress Towards Competency (2) Progress Exceeds Proficiency Criterion (3) Writer is open to feedback and implements suggestions as appropriate. Writer follows all program, university, and/or IRB protocols as they pertain to the specific project/topic. Writer follows APA style considerations. Writer clearly covers all important areas of research related to topic. Writer uses clear and concise language. Transitions are effective, and ideas are clearly communicated. Writer adequately outlines the methods and procedures used in the project. Writer clearly states all results, including all statistical information as appropriate. Writer thoughtfully discusses the study results, identifies implications for music therapy practice, and 18identifies limitations as appropriate. Total Score: Pass/Fail (Student must receive a score of 14 (80%) or higher to pass):

7 Appendix 10.3 Supervision Project Feedback Rubric (SLO 3) Task Supervisor is respectful. Supervisor provides specific feedback. Supervisor is open to supervisee questions. Supervisor addresses strengths. Supervisor addresses areas for improvement. Supervisor is patient and not overly critical. Supervisor promotes selfawareness in supervisee. Supervisor effectively resolves conflict (if/when necessary). Supervisor provides didactic instruction if necessary. Supervisor s assessment of supervisee s skills is developmentally appropriate. Marginal and/or Inconsistent Progress Toward Competency (0) Emerging Progress Toward Competency (1) Satisfactory Progress Towards Competency (2) Progress Exceeds Proficiency Criterion (3) Not Applicable (2) Total Score: Pass/Fail (Student must receive a score of 16 (80%) or higher to pass):

8 Appendix 10.4 Post-Graduation Survey Graduate Program Evaluation Form Name: Date: Degree completion date: Type: MM only Combined Equiv.-MM MT-BC: Yes No (Circle one) Date certified (month/year): AMTA Member: Yes No (Circle one) Employed in MT: Yes No (Circle one) Full or part-time: Full Part (Circle one) Primary population: Location: Do you plan to pursue a PhD in music therapy? Yes No (Circle one) Instructions: Please choose a number between one and five for each question below. For the comments section, please provide any information that might be helpful in improving the program, as well as any strengths that you would like to see continued. Note: This form should only be completed if you participated in the graduate degree program. Please return all surveys to You may leave your name blank if you feel uncomfortable providing that information. Music Therapy Theory 1. Opportunities to gain more in-depth knowledge in the areas of MT principles, MT foundations, and current theories of practice were incorporated within the graduate music therapy coursework. 4 ( 5 (Strongly 2. The graduate music therapy coursework that I took adequately incorporated current research methodologies and provided information on how to integrate research findings in MT practice. 4 ( 5 (Strongly 3. The graduate coursework (non-mt) that I took provided a basic understanding of research methodologies used in the field of music therapy. 4 ( 5 (Strongly 4. The graduate coursework (both MT and non-mt) that I took provided opportunities to implement research techniques (including the thesis project). 4 ( 5 (Strongly

9 5. The graduate music therapy coursework that I took facilitated my professional development as a music therapist by incorporating professional issues like ethics and advocacy. 4 ( 5 (Strongly Advanced Clinical Skills 6. The graduate music therapy coursework provided the opportunity to develop a more in-depth understanding of the clinical and supervisory roles of a music therapist. 4 ( 5 (Strongly 7. The graduate music therapy coursework that I took addressed skills (e.g. counseling techniques, area specializations like Medical MT, etc.) that improved my ability to work clinically with clients. 4 ( 5 (Strongly 8. The graduate coursework that I took (both MT and non-mt) provided opportunities to develop more in-depth knowledge in areas of clinical interest to me. 4 ( 5 (Strongly Other 9. I was able to choose/focus on areas of study that helped me to advance my personal career goals. 4 ( 5 (Strongly 10. Faculty and clinical staff provided appropriate guidance in helping me develop my career goals. 4 ( 5 (Strongly 11. Faculty provided sufficient guidance in helping me develop my thesis or culminating project. 4 ( 5 (Strongly Additional Information: 12. Please note any strengths or improvements needed that you believe would be valuable in maintaining or improving the quality of the program. We would appreciate your honest feedback, so please do not hesitate to provide constructive information.

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