Music Education Assessment Requirements and Review

Transcription

1 Southeastern Oklahoma State University Department of Music PROGRAM OUTCOME ASSESSMENT REPORT Bachelor of Music Education Dr. Mary Ann Craige, Dr. Jeri Walker, Dr. Stacy Weger Fall 2010-Spring 2011 Dean, School of Arts and Sciences Chair, Department of Music

2 Program Outcome Assessment Report Department of Music Bachelor of Music Education Table of Contents Pages I. Overview General Information Types of Assessment Used.. 3 Mission Vision Goals... 4 II. Summary of Assessment Data Goal # Goal #2: Goal #3: Goal #4: Goal #5: Additional Summarizations and Information Strengths of Program.. 25 Weaknesses of Program.. 26 Web-based and IETV courses 26 Relevant Constituents and Stakeholders Program Faculty and Roles in Assessment Acronyms Bachelor of Music Education PROGRAM OUTCOME ASSESSMENT REPORT 2

3 DEPARTMENT: Music SEMESTERS: Fall 2010 Spring 2011 PROGRAM: Bachelor of Music Education DATE FILED: August 29, 2011 NUMBER OF ASSESSMENTS COMPLETED: 1,519 TYPE OF ASSESSMENT USED: Assessment in academic courses Faculty composed student course evaluations Student Self Assessment documents from Mid-level and Exit Assessments ETS Major Field Assessment Oklahoma Teachers Certification Exams Student juries Faculty observations Student practica Graduate Placement in jobs and Graduate Programs Mission: The Bachelor of Music Education degree provides the opportunity for students to develop the skills and attributes of an effective classroom teacher in public and private educational environs. The course of instruction is designed to allow students to obtain the knowledge of traditional and current methodologies and standards in music education, with the ability to adapt to new and innovative ideas and to function in an increasingly complex technology-based society. Music courses, private and group instruction, and ensemble participation assist in the development of musically proficient, self-motivated graduates. Vision: The Music Education Program at Southeastern is committed to improving the quality of musicianship of incoming students. In addition, the program is also committed to improving the quality of musicianship and pedagogical proficiency of its graduates. Southeastern will provide regional leadership for music educators, as well as expand services to area musical organizations and the individuals within those organizations. Students at Southeastern will have access to cutting-edge technology that will assist them in becoming leaders in music education throughout Southern Oklahoma and North Texas. Goals: Prepare the student to implement traditional and current teaching methodologies utilizing the Music Educators National Conference (MENC) National Goals and Standards for music education. Foster an appreciation for, and inspire curiosity to seek and utilize new and innovative ideas for music education. Prepare the student to achieve competence in the utilization of current music education technologies, and develop an awareness of future technological advances. 3

4 Train students to a proficient level of music performance, and enable them to transfer those skills to their students. Engender the highest professional standards and ethics within the education profession. Goal #1: Prepare the student to implement traditional and current teaching methodologies utilizing MENC s National Goals and Standards for music education. Objective/Outcomes #1: Students will gain knowledge of, and implement, traditional and current music teaching methodologies. Assessment Tool a: Student observation of teaching in area public schools and performances at festival and contest events. Students must complete an evaluation rubric that addresses the perceived quality of instruction of the teacher/director. Used in courses: MUS 1302 Introduction to Music Education MUS 4303 Elementary Music Methods (added 2012) Percentage Completed Enrolled/Passed Assessment: Successfully completed by 20 out of 24 students (83%) enrolled in these courses Assessment: Successfully completed by 12 out of 17students (71%) Assessment: Successfully completed by 18 out of 27 students (67%) Comments: MUS 4303 Elementary Methods students are also required to observe in area public schools and performances at festival and contest events, and will be added to the data from forward. 100% of these students completed the requirement in the year. Results of Past Modifications: Students are continuing to have difficulty meeting this requirement in MUS 1302 Introduction to Music Education despite an increase in instruction and faculty accompanying on initial experiences. However, this is deemed by the department to be an essential element of preparation for young students, and will be continued as a requirement of the course. Suggested Modifications: the number of hours required for observation will be reduced in MUS 1302 Introduction to Music Education in an effort to supply the necessary experiences, but reduce the hardship for students. 4

5 Assessment Tool b: Hands-on experience teaching sample lessons in public school and university classroom environments. Successful completion must include a detailed lesson plan and acceptable lesson presentation. Lessons will reflect the use of current teaching methodologies taught within the methods courses. Used in courses: MUS 3471 Choral Conducting MUS 3481 Instrumental Conducting MUS 4303 Elementary Music Methods Assessment: Successfully completed by 22 out of 22 students (100%) enrolled in these courses : Successfully completed by 29 out of 29 students (100%) enrolled in these courses : Successfully completed by 19 out of 20 students (95%) enrolled in these courses. Suggested Modifications: None at this time. Assessment Tool c: Student-guided responses by means of written/oral examinations. Used in courses: MUS 1302 Introduction to Music Education MUS 3471 Choral Conducting MUS 3481 Instrumental Conducting Major Field Exam % Passed Major Field Exam # Enrolled & Passed Assessment: ETS Major Field Exams 9 out of 15 (60%) scored 150 or higher. (150 is the goal score set to demonstrate excellence.) OSAT - 3 out of 3 passed with 100% scores Assessment: ETS Major Field Exams 7 out of 11 (63%) scored 150 or higher. OSAT 5 out of 5 passed with 100% scores ETS Major Field Exams 3 out of 4 (75%) scored 150 or higher. OSAT 3 of 4 passed. Comments: none at this time. 5

6 Results of Past Modifications: Instrumental techniques class instructors have not been instructed to address the National Standards this year, as was suggested. This oversight will be corrected at the beginning of the academic year. Suggested Modification: National Standards should be addressed in instrumental technique classes (woodwinds, brass, percussion, and strings) as well, creating continuity among pedagogy classes. Assessment Tool d: Maintain a portfolio that contains journal entries, lesson plans, quizzes, pedagogical materials, music literature, a list of used and pertinent web sites for course use, videos, self-evaluations and assessment instruments. This also serves as the foundation for the development of source material related to music education. (quantitative and qualitative) Used in courses: MUS 1302 Introduction to Music Education MUS 4303 Elementary Music Methods % Passed # Enrolled/Passed Assessment: 27 of 33 students (82%) completed this assessment requirement Assessment: 18 of 22 (81%) of students completed this assessment requirement Assessment: 22out of 30 (73%) of students completed this assessment requirement. Comments: Portfolios are a standard assessment tool in education. Suggested Modification: Because the Education Department has set the standard for electronic portfolios, Music Education students will be introduced to Chalk and Wire during MUS 1302 Introduction to Music Education in the academic year. The other classes assessed with portfolios will add their material to their existing Chalk and Wire accounts. Assessment Tool e: Students will be required to complete the ETS Major Field Exam in the junior or senior years. Assessment: See assessment tool c above. Comments: none at this time Modification: none at this time 6

7 Objective/Outcomes #2: Students will demonstrate knowledge of MENC s National Goals and Standards for music education. Assessment Tool a: Student lesson plan objectives written in the junior year must specify, and be directly related to, the content standards as listed in the 1995 revised MENC National Goals and Standards for Arts Education (quantitative) Used in courses: MUS 4303 Elementary Music Methods Percentage Passed Enrolled/Passed 08-09Assessment: 7 of 13 students (54%) enrolled in these courses completed this task Assessment: 10 of 10 students (100%) enrolled in these courses completed this task Assessment: 10 of 11 students (91%) enrolled in these courses completed this task. Suggested Modification: None at this time. Assessment Tool b: Students must develop evaluation instruments and strategies that will assess their future students progress toward meeting a specified content standard, as marked in the National Standards, in their methods courses. Used in Courses: MUS 4303 Elementary Music Methods Assessment: Completed by 13 of 13 students (100%) enrolled in these classes Assessment: Completed by 10 of 10 students (100%) Assessment: Completed by 10 of 11 students (91%) Suggested Modification: None are required at this time. Assessment Tool c: 7

8 Students are required to complete the ETS Major Field Exam in the junior or senior year. Additionally, upper level music education students take the OSAT specific to the music discipline before student teaching. See Goal 1, Objective/Outcome 1, Assessment Tool c. Suggested Modifications: None at this time. Goal #2: Foster an appreciation for, and inspire curiosity to seek and utilize, new and innovative ideas for music education. Objective/Outcomes #1: Students are required to research current trends in music education. Assessment Tool a: Students must review, and evaluate selected readings from professional journal entries and Internet resources. Used in Courses: MUS 1302 Introduction to Music Education Assessment: 24 out of 24 (100%) of students enrolled in these classes completed this task Assessment: 17 out of 17 (100%) of students enrolled in these classes completed this task Assessment: 11 out of 11 (100%) of students enrolled in these classes completed this task. Suggested Modification: None at this time. Assessment Tool b: All students are strongly encouraged to join professional education organizations including the Music Educators National Conference (MENC). Vocalists are strongly encouraged to join the American Choral Directors Association (ACDA). Used in Courses: MUS 1302 Introduction to Music Education MUS 4303 Elementary Music Methods 8

9 Percentage of Students Joining Professional Organizations Assessment: Membership in professional organizations included 34 out of 41 students (83%) enrolled in these courses Assessment: 18 out of 22 (82%) students in these classes joined a professional music education organization Assessment: 19 out of 36 (53%) students in these classes joined a professional music education organization. Comments: Southeastern has a very strong Kappa Kappa Psi (instrumental service organization) chapter for the band program. While this group is an excellent organization for all involved, it is not a professional music education organization. Results of Past Modification: Continued recruitment and student activities have not been sufficient to motivate students and educate them on the benefits of membership. Suggested Modification: Students will be invited to join by other student members in the first month of school. A series of steps will be developed by the existing chapter to help educate new freshmen concerning these organizations. Objective/Outcomes #2 Students are introduced to, and will attend conventions, clinics, and master classes sponsored by professional organizations and universities. Assessment Tool a: Students will write a review of the event, connecting presentations to course content. Used in Courses: MUS 4303 Elementary Methods MUS 4303 Elementary Methods MUS 1302 Introduction to Music Education % Meeting Requirement 9

10 08-09 Assessment: 100% of students enrolled in these classes met this requirement Assessment: 11 of 15 (73%) of students met this requirement Assessment: 34 of 36 (94%) students met this requirement. Comments: 8 students participated in the All-Collegiate Honor Choir in Oklahoma City with one student selected as a soloist and two students selected to perform in a conducting master class. 12 students were accepted to perform with the All-Collegiate honor band in Tulsa. Four students were accepted to perform with the National Inter-Collegiate Honor Band in Seattle, Washington. Results of Past Modification: Students enrolled in MUS 4303 Elementary Methods and MUS 1302 Introduction to Music Education are also involved in these activities and have been added to the assessment report. Suggested Modification: None at this time. Objective/Outcomes #3: Students will include new and innovative teaching strategies in teaching practica, Assessment Tool a: New and innovative teaching strategies will be included in student-submitted lesson plan formats, and evaluated for application within teaching segments using evaluative rubrics. Used in courses: MUS 4303 Elementary Music Methods EDUC 4919 Student teaching Assessment: 4 students were evaluated for this objective out of 35 enrolled in these courses. The four students evaluated were all in student teaching, and all 4 passed this objective per departmental observation Assessment: 13 of 16 (81%) enrolled in these classes and student teaching met this objective Assessment: 13 of 14 (93%) students enrolled in these classes and student teaching met this objective. Results of Past Modifications: A rubric was developed for this evaluation, but is not used across the department. This will be discussed among the music education faculty in the academic year. Suggested Modification: The rubric created for assessment of lesson plans will be discussed, modified as needed, and used as a standard across the department. Assessment Tool b: New and innovative teaching strategies will be included in student-submitted plans and demonstrated in rehearsals with performance ensembles in conducting courses. Used in courses: MUS 3491 Choral Conducting MUS 3481 Instrumental Conducting Assessment: This requirement was successfully completed by 100% (9 out of 9) students enrolled in these courses Assessment: This requirement was successfully completed by 7 of 7 (100%) students Assessment: This requirement was successfully completed by 9 out of 9 (100%) students. Suggested Modification: None at this time. 10

11 Goal #3: Prepare the student to achieve competence in the utilization of current music education technologies, and an awareness of future technological advances. Objective/Outcomes #1: Students will gain knowledge of, and have access to, current educational technologies, including presentation programs, multimedia programs, web-based instructional programs, notational and sequencing programs, and assessment programs. Assessment Tool a: Students are required to create, and present lesson plans utilizing current music education technologies in music education methods courses. Used in courses: MUS 4303 Elementary Music Methods % meeting requirement Enrolled/Passed Assessment: 7 out of 13 students (54%) met this requirement Assessment: 10 out of 10 students (100%) met this requirement Assessment: 10 of 11 students (91%) Results of Past Modification: EDUC 3313 Technology Integration for the Classroom is a requirement, but is now offered with a section specifically for Music Majors. This will enable music education majors to not only meet the requirements for the Education Department, but to prepare them for the unique technology skills required of a music education professional. Suggested Modification: None at this time. Assessment Tool b: Students are required to create compositional projects and weekly assignments utilizing notational and sequencing programs in all Music Theory Courses. Used in courses: MUS 1101/1203 Music Theory I MUS 1231/1243 Music Theory II 11

12 MUS 2201/2213 Music Theory III MUS 2231/2243 Music Theory IV MUS 3201/3213 Music Theory V Percentage Passed Enrolled/Passed Assessment: 70 0f 74 students (95%) enrolled successfully completed the assignments, demonstrating proficiency in utilizing technology Assessment: 54 0f 54 students (99%) enrolled completed successfully Assessment: 70 of 73 students (96%) enrolled completed successfully Suggested Modifications: None at this time. Assessment Tool c: Upper division students are required to take and pass the music technology course in order to gain needed knowledge and skills to achieve this goal Assessment: 11 upper division students were enrolled in this class. Proficiency testing utilizing designated programs was used to determine student mastery of material. All 11 students passed specified proficiencies Assessment: This course was not offered in the 09/10 academic year Assessment: 4 of 4 students enrolled in the course have passed proficiencies. Comments: None at this time Results of Past Modifications: EDUC 3313 Technology Integration for the Classroom is a professional course requirement, but is now offered with a section specifically for Music Majors. This enables music education majors to not only meet the requirements for the Education Department, but to prepare them for the unique technology skills required of a music education professional. Therefore, the Technology Course for Music Majors is required. Suggested Modifications: None at this time. Objective/Outcomes #2: Students must demonstrate proficiency in the use of audio/visual materials, sound reinforcement/amplification equipment, and recording equipment. 12

13 Assessment Tool a: Students are required to create, and present lesson plans utilizing current music education technologies. Used in Courses: MUS 4303 Elementary Music Methods Assessment: 7 out of 13 students (54%) completed this requirement Assessment: 10 out of 10 students (100%) completed this requirement Assessment: 10 out of 11 students (91%) completed this requirement. Results of Past Modifications: the new Music Technology section of EDUC 3313 should increase students skills and knowledge in this area. Suggested Modification: None at this time. Assessment Tool b: Upper division students are strongly encouraged to take and pass the music technology course in order to gain needed knowledge and skills to achieve this goal Assessment: 11 upper division students were enrolled in this class. Proficiency testing utilizing designated programs was used to determine student mastery of material. All 11 students passed specified proficiencies Assessment: This course was not offered in the 09/10 academic year Assessment: 4 of 4 students enrolled in the course have passed proficiencies. Results of Past Modifications: This course has become a degree requirement, as discussed above. Goal #4: Train students to a proficient level of music performance, and enable them to transfer those skills to their students. Objective/Outcomes #1: Students will demonstrate proficiency in music performance. Assessment Tool a: Performance Juries are taken at the end of each semester of study. The Juries are assessed and graded by a panel of applied instructors. Used in courses: All applied lessons vocal and instrumental All piano classes beginning through advanced Vocal % Passed # Enrolled/Passed 13

14 Instrumental % Passed # Enrolled/Passed Piano % Passed #Enrolled/Passed Assessment: of 49 (96%) passed the vocal performance jury. 80 of 85 (94%) passed the instrumental performance jury. 102 of 111 (92%) students passed the piano proficiencies as outlined in the syllabi. 14

15 of 42 (95%) passed the vocal performance jury. 54 of 56 (96%) passed the instrumental jury. 97 of 115 (84%)students passed the piano proficiencies of 70 (89%) passed the vocal jury. 66 of 68 (97%) passed the instrumental jury. 101 of 118 (86%) passed the piano proficiencies. Comments: Performance Juries are taken at the end of each semester of study. The Juries are assessed and graded by a panel of applied instructors. Results of Past Modifications: The rubric developed in the year was modified after discussion in the department. Faculty are writing more comments to assist the students in correcting faults. Students are not given faculty names: only comments. Suggested Modifications: Faculty will continue to provide input concerning the usefulness of the rubric. Assessment Tool b: Students are required to perform each semester in a student performance lab. Used in courses: All Applied Music courses Assessment: 17 out of 38 (45%) of vocal majors performed in student labs. 100% of percussionists performed in student labs. Other instrumental performance data is not available Assessment: 100% of the percussion and trumpet studios performed in a student lab. Other instrumental performance data is not available. The vocal studios did not offer lab classes due to scheduling difficulties. 46 instrumentalists performed on MUS 1400 Recital Class. 12 students did not meet the requirement of performing. 79% of instrumentalists did meet the requirement. 38 vocalists performed on MUS 1400 Recital Class this year. There is no data on the percentage meeting the performance requirement set by the department Assessment: 106 students performed on MUS 1400 Recital Class this year. 100% of students met the requirement of performing in this class. 86% of all instrumentalists participated in a weekly lab class. The Low Brass studio did not offer a lab.100% of all other instrumentalists participated in a weekly lab. One vocal studio offered a lab class, with 100% attendance. 106 students performed on MUS 1400 Recital class, 100% of the required number. Comments: Studio Lab classes are being met as schedules allow. A studio in which an adjunct instructor has a limited on-campus schedule is problematic, although much progress has been made in this element of student opportunity. Result of Past Modifications: More students have had the opportunity and have participated in Studio Lab class this year than in the past 3 years. Two faculty members who had adjunct status and are now full-time, has enabled many more of these experiences. Suggested Modification: the department will continue to support and state as a priority Studio Lab classes because of the beneficial nature of these experiences for our students. Assessment Tool c: A Sophomore Proficiency Exam (mid-level assessment) is to be taken at the end of the fourth semester of study. This exam includes a performance jury (qualitative), written and oral 15

16 examinations (quantitative), a self-assessment by the student (qualitative), and a mid-level review with the Department Chair, major ensemble director, and the student (qualitative) Assessment: 1vocal student successfully completed all components Assessment: 4 vocal students and 7 instrumental students successfully completed all components Assessment: 6 Sophomore Proficiencies were attempted and completed. Modifications: None at this time. Assessment Tool d: Music Education students are required to participate in university ensembles for seven (7) semesters. (quantitative and qualitative) Used in Courses: MUS 1411 Symphonic Choir MUS 1460 Women s Chorus MUS 4410 Southeastern Chorale MUS 1430 University Band MUS 4410 Instrumental Ensemble Ensemble Participation of 155 (96%) of students enrolled passed this objective of 174 (99%) of students enrolled in instrumental ensembles including music education majors, passed this objective. 149 (96%) of 155 choral ensemble students scored a three or higher for a passing score Instrumental ensembles 169 of 171 passed. 99% Vocal ensembles 391 participants. 99% passed. Suggested Modifications: None at this time. Assessment Tool e: 16

17 Demonstration of playing proficiency in instrumental techniques courses. Courses are taken throughout the sophomore, junior, and senior years. Used in Courses: MUS 2412 Woodwind Methods (Fall even years) MUS 2431 Percussion Methods (Spring odd years) MUS 2401 Brass Methods (Spring even years) MUS 2421 Strings Methods Fall odd years) 100% of students enrolled in these classes passed the playing proficiency requirements for the 3 documented years Assessment: 31 students enrolled in Woodwind and Percussion Assessment: 37 students enrolled in Brass and Strings Assessment: 20 students enrolled in Woodwind and Percussion. Comments: Note change of course numbers. See below for explanation. Results of Past Modification: The music education coordinator should meet with the instructors of these classes each semester to ensure that these methods classes include discussions of pedagogy and the National Standards in Music Education. Because all of these classes have similar content and course requirements, they have been standardized to 1-credit hour each. Previously, MUS 2402 Brass Methods and MUS 2412 were offered for 2-credits. NOTE the change in course number. Assessment Tool f: In the final semester of study, the student will complete an Exit Assessment Exam. This exam involves written and oral final exams and an exit interview with the same committee that conducted the mid-level interview Assessment: This Exit Exam was not in use this past year Assessment: The Exit Exam was not given consistently across the department Assessment: same as above. Comments: Student proficiency is still mainly gauged capstone recital/senior project and the ETS exams. The Education Department also requires a final portfolio check which includes Module III, specific benchmarks described and assessed by the music education faculty. Suggested Modifications: The value of an exit exam should be discussed by the department and the decision carried out. Objective/Outcomes #2: Students are required to demonstrate performance proficiency adequate for public school instruction, through the use of proper performance techniques and verbalization of proper pedagogical approaches. ( Assessment Tool a: Teacher observation in music methods, and music techniques courses. Used in courses: MUS 3471 Choral Conducting MUS 3481 Instrumental Conducting MUS 4303 Elementary Methods 17

18 08-09 Assessment: 36 out of 38 students (95%) enrolled in this class passed this assessment Assessment: 29 out of 29 students (100%) enrolled in this class passed this assessment Assessment: 27 out of 36 students (75%) passed this assessment. Comments: The instructors used a standardized evaluation form for assessment of student during presentation of the teaching practicum and/or lessons. This form allowed for the observation of proper performance techniques and proper pedagogical approaches during the student-led practicum. The same form is used in assessing our music education student teachers as they go through the student teaching process. Suggested Modification: MUS 4303 Elementary Methods has been added to the list of courses in which this assessment is made. The Evaluation Form should be reviewed and revised as needed. Assessment Tool b: Teacher observation in student teaching practica during the student teaching semester. Used in courses: EDUC Assessment: 4 out of 4 students (100%) passed this assessment Assessment: 6 out of 6 students (100%) passed this assessment Assessment: 3 out of 3 students (100%) passed this assessment. Comments: The instructor used a standardized evaluation form for assessment of students during presentation of the teaching practica. This form allowed for the observation of proper performance techniques and proper pedagogical approaches during the student led practicum. The instructor uses this evaluation tool 2-3 times during the student teaching period. This evaluation tool is then used as the basis for discussion and strategies for student improvement. The Music Education coordinator observed student teachers in the field as an addition to the Mentor-Teacher assessments. Beginning in the academic year, mentor teachers will no longer be charged with determining student teacher proficiency. The Music Department will discuss strategies for ensuring our candidates are assessed accurately. Modification: See comments. Objective/Outcomes #3: Students are encouraged through pedagogy and methods classes to teach private lessons in public school settings. 18

19 Assessment Tool a: Verbal communication with supervising teacher during the semester students teach private lessons Assessment: 4 students elected to teach private lessons to area public school musicians Assessment: No data is available. Anecdotally, students were involved in this activity Assessment: No data is available. Comments: This activity occurs, but no documentation is available. Modifications: The Music Education faculty needs to discuss this assessment tool to determine how it will be measured and evaluated. Objective/Outcomes #4: Students will demonstrate an acceptable level of competency in the areas of music theory, music history, and music literature. Assessment Tool a: Assessment of the student s knowledge in the areas of music theory, music history in the junior and senior years will consist of written and performance exams in courses designed to teach comprehension of each of the prescribed areas. Used in courses: MUS 1101/1203 Music Theory I MUS 1231/1243 Music Theory II MUS 2201/2213 Music Theory III MUS 2231/2243 Music Theory IV MUS 3201/3213 Music Theory V MUS 1123 Music Literature and Appreciation MUS 3113 History of Music I MUS 3123 History of Music II Music Lit and Appreciation % Passing # Enrolled/Passing 19

20 Music History II % Passing # Enrolled/Passing Theory Sequence % Passing # Enrolled/Passing 20

21 08-09 Assessment MUS 1123 Music Literature and Appreciation 30 students enrolled 29 Passing (97%) 1 Failing MUS 1101/1203 Music Theory I MUS 1231/1243 Music Theory II MUS 2201/2213 Music Theory III MUS 2231/2243 Music Theory IV MUS 3201/3213 Music Theory V 70 of 74 students (95%) enrolled successfully completed the assignments in the music theory sequence. MUS 3113 History of Music I 7 of 7 students enrolled passed this class (100%) MUS 3123 History of Music II 6 of 8 students passed (75%). 2 were given incompletes Assessment: MUS 1123 Music Literature and Appreciation 22 students enrolled 21 Passing (95%) 1 Failing MUS 1101/1203 Music Theory I 14 enrolled 14 passed (100%) MUS 1231/1243 Music Theory II 9 enrolled 8 passed (89%) MUS 2201/2213 Music Theory III 11 enrolled 11 passed (100%) MUS 2231/2243 Music Theory IV 10 enrolled 10 passed (100%) MUS 3201/3213 Music Theory V 10 enrolled 10 passed (100%) Theory Sequence 54 enrolled 53 passing (98%) MUS 3113 History of Music I 8 of 8 students enrolled passed this class (100%) MUS 3123 History of Music II 11 of 12 students passed (92%) Assessment: MUS 1123 Music Literature and Appreciation 26 students enrolled 19 Passing (73%) 7 Failing MUS 1101/1203 Music Theory I 16 enrolled 14 passed (88%) MUS 1231/1243 Music Theory II 16 enrolled 15 passed (94%) MUS 2201/2213 Music Theory III 7 enrolled 6 passed (86%) MUS 2231/2243 Music Theory IV 5enrolled 5 passed (100%) MUS 3201/3213 Music Theory V 10 enrolled 10 passed (100%) 21

22 Music Theory Sequence 54 enrolled 50 passed (93%) MUS 3113 History of Music I 8 of 8 students enrolled passed this class (100%) MUS 3123 History of Music II 11 of 12 students passed (92%) Suggested Modifications: None at this time. Assessment Tool b: The student s knowledge in the areas of music theory, music literature, and music history is assessed by the ETS major field exam in the junior year Assessment: The students have completed the ETS Major Field Exams, with a 9 out of 15 scoring 150 or higher. 150 is the goal score set to demonstrate excellence. Three students took the OSAT this past year, with 100% passing. The state percentage was 90% Assessment: This academic year, the students have completed the ETS Major Field Exams, with 7 out of 11 (63%) scoring 150 or higher. 5 students took the OSAT this past year, with a 100% passing rate Assessment: 3 out of 4 taking the ETS exam scored 150 or higher. 5 out of 5 students taking the OSAT passed. Suggested Modifications: None at this time. Assessment Tool c: The student is required to fully research and prepare program notes for the Senior Recital. If the student completes the Senior Project, a panel of applied and course instructors will grade the project. 100% of students completed the senior recital/project component for the 3 reported years. Program notes are on file with grades Assessment: 10 students enrolled Assessment: 5 students enrolled Assessment: 7 students enrolled. Modifications: None at this time. Goal #5: Engender the highest professional standards and ethics within the education profession. Objective/Outcomes #1: Students will assist at contest, festival, and clinics sponsored by the University and the Oklahoma Secondary School Activities Association (OSSAA), the Oklahoma Music Educators Association (OMEA), and the Music Educators National Conference (MENC). Assessment Tool a: Record student participation every semester students are involved in those activities. 22

23 Used in courses: MUS 1302 Introduction to Music Education MUS 4303 Elementary Methods Assessment: Participation was recorded. Students assisted with District Honor Choir festival weekend, and District Band and Choir contests Assessment: Students assisted with District Honor Choir festival weekend, District Band and Choir contests and the Kodály Introductory Workshop Assessment: 11 of 27 students participated. (41%) Comments: There is no standardized way to document this assessment. MUS 4303 Elementary Methods has been added to the course list. Suggested Modifications: Each course portfolio should have an assessment sheet that includes this measurement with documentation and a personal reflection. Assessment Tool b: Students will be required to write a short summary of activities. Used in courses: MUS 1302 Introduction to Music Education Assessment: This is now included as a part of the class work and included in final notebook organization Assessment: This is now included as a part of the class work and included in final notebook organization Assessment: 1 of 26 students wrote a summary. Comments: This documentation is being overlooked. Results of Past Modification: Clearly participation is not being recorded accurately. Suggested Modification: Each course portfolio should have an assessment sheet that includes this measurement with documentation and a personal reflection. Objective/Outcomes #2: Students demonstrate understanding of the importance of professional education organizations. Assessment Tool a: Student membership in professional education organizations. Used in Classes: MUS 1302 Introduction to Music Education MUS 4303 Elementary Music MUS 3471 Choral Conducting MUS 3481 Instrumental Conducting 23

24 08-09 Assessment: Less than 50% percent of music education students followed through with this strong encouragement to join professional organizations Assessment: 18 out of 22 (82%) students in these classes joined a professional music education organization. In the 08/09 academic year the enrollment was 83% Assessment: 19 of 36 students joined a professional organization. (53%) Comments: This has been addressed above. Many students are not valuing membership in professional organizations. MUS 4303 was added to list of classes in which this is measured. Suggested Modifications: education and recruitment activities will be adjusted to inform students of the membership in professional organizations and motivate students to join and become active. Objective/Outcomes #3: Students are required to demonstrate knowledge of rules and regulations as set forth by Oklahoma State Secondary Activities Association (OSSAA), Oklahoma Music Educators Association Oklahoma Music Educators Association (OMEA), and MENC. Assessment Tool a: Written exam in music methods courses in the senior year Used in Courses: Assessment: 6 of 6 students (100%) were assessed through testing and passed this objective Assessment: 5 of 5 students (100%) were assessed through testing and passed this objective Assessment: 5 of 6 students 83%) passed this objective. Comments: In the past, this has been addressed in a CMENC meeting in addition to the classes. Suggested Modifications: This objective should be reviewed and emphasized in these classes to ensure students have knowledge of the rules governing their student s musical activities. Assessment Tool b: Students will be required to write a short summary of OSSAA, OMEA, and MENC activities observed and assisted with during the course of class. Used in courses: Assessment: 6 of 6 students (100%) completed and passed this objective Assessment: 5 of 5 students (100%) completed and passed this objective Assessment: 5 of 6 students 83%) passed this objective Comments: Students meeting this requirement will be better equipped to meet the needs of their future students. Suggested Modification: see modification on Assessment Tool a. Assessment Tool c: Graduating students in music education use their training in obtaining employment or to enter graduate studies Assessment: 4 students graduated Southeastern in the school year with Bachelor of Music Education degrees. Three of those students found employment for this school year. One student was admitted for Graduate study at another university. Three former Southeastern music education students, all employed as teachers in the area, completed their Masters in Education Music area this past year. 24

25 09-10 Assessment: 5 students graduated Southeastern in the school year with Bachelor of Music Education degrees. Two of those students found employment in Music Education upon graduation. One student was admitted for Graduate study at another university Assessment: 3 students graduated with a BME. One found employment as a music teacher, one is preparing for graduate study, and one is substituting in the public school system. Comments: none at this time Suggested Modification: The Music Department continues to find ways to keep connections open with our graduates. This is an ongoing endeavor. Additional Summarizations: Data prior to the 08/09 year is unavailable. Comparison between the three academic years has been helpful and will continue to be so as we seek ways to measure the knowledge, skill, and disposition of our students. More careful analysis and record-keeping, which began in the 08/09 years, will help ensure that these records are kept and used for comparison and for assessment of the program. Strengths of Program: Southeastern continues to provide a quality and challenging music education course of study. Our students are trained to be high functioning musicians first, as witnessed by the high passing rate in proficiency exams and juries, and knowledgeable in music content as shown through OSAT and ETS exam scores. Our music education program is nationally accredited by the National Association of Schools of Music. The fact that our students are instructed by highly qualified faculty in all areas of music instruction plays an important part in this success. Southeastern is unique for a university of this size for the number and quality of ensembles made available to our students. Incredibly rigorous performance opportunities instill the highest of standards in our students. These high goals and standards are passed on as our students find employment as music educators. Our methods courses in elementary, instrumental and vocal music continue to explore ways to include a wide range of practical field experiences for our education majors. These field experiences offered through our methods courses are intense and prepare out students for their Student Teaching semester and their following professional lives. The music education faculty has remained active and current in professional development and training. Faculty members serve in places of leadership in state and regional music education organizations, including serving as All-Collegiate Coordinators, Higher Education Representative for the state professional chapters, and as presenters at state, regional, national, and international conferences. Our performance and academic faculty remain in high demand as adjudicators, presenters, and guest artists. All faculty members have been engaged in the assessment of our students and have direct input into curriculum and course changes. Modification of Past Weaknesses: The Department of Music has been reviewing and revising our Mission, Vision and Goals. Through this work, we have been focusing our attention on the image we share concerning how best to prepare our students for their professional lives ahead. In this way we have reiterated and renewed our goals and can move forward to correct weaknesses and continue to build on our strong foundation. Our grading rubrics have been updated and are continually being tested for validity and reliability. This is an ongoing process, but one that we are dedicated to in order to improve instruction and student learning. Weaknesses: Although our students as a group are strong musicians, excellent students and are becoming professionals, the department has not been attentive to providing for the measurement of dispositions. This is evidenced by the low percentage of participation in CMENC and in other extra-curricular activities. We need to continue to encourage these activities, but also keep careful records in students files, documenting their participation. In this way students can see the importance of becoming professional in action and thought early in their college careers and develop those habits of mind and action that will serve them throughout their career. 25

26 The Department has yet to create a useful method for staying connected to former graduates. We have much to offer the alumni including workshops and seminars that are not only relevant to their needs, but to our students still engaged in study at the university. Web-based and IETV courses: No such courses are included in the Music Education curriculum. Relevant Constituents and Stakeholders: The music education program at Southeastern Oklahoma State University has a wide variety of constituents and stakeholders. Because of the teaching and performance requirements of the degree, our candidates interact with campus, community, regional and national individuals and groups. These have been designated as follows: Students and their families Professors and Instructors in the music department and across campus University administration Mentor teachers and administrators in public schools Prospective school districts who hire our graduates Community members who attend performances Community groups with which our students donate time and talent Copies of the Assessment Report have been sent to the Chair and each faculty member of the department. Program Faculty and Roles in Assessment: Blackwood, Mr. Jeremy Instructor - Applied Voice, Vocal Literature, Vocal Pedagogy Data Submission for Voice Studios and Choral Ensembles Emge, Dr. Steven - Professor Music Technology, Applied Voice Data Collation for Department Submission for Music Technology Gentzel, Mr. Todd Instructor Saxophone, Woodwinds Methods, Jazz Ensemble Data Submission for Saxophone Studio McComb, Mrs. Debbie Instructor Secondary Vocal Methods, Cat 5, Data Submission for Secondary Vocal Methods McFadden, Dr. Robert Professor Music Literature & Appreciation, Music History, Applied Piano, Aural Skills Data submission for all Music Literature and History courses Oliver, Dr. Jason Instructor Low Brass Data submission for Low Brass Thayer, Dr. Heather Instructor French Horn Data submission for horn Walker, Dr. Brian Instructor Trumpet Studio, Music Theory, Brass Methods Data submission for methods classes Walker, Mrs. Julee Kim Instructor Flute Studio Data submission for flute studio Wallace, Dr. Jacob - Assistant Professor/Director of Bands Instrumental Methods, Instrumental Conducting, Instrumental Ensembles Data retrieval and submission for instrumental ensembles, and instrumental conducting courses White, Dr. Marc - Professor/Assistant Band Director/Percussion Percussion Techniques Courses, Applied Percussion, and Percussion Ensemble Retrieval and Submission of Data for Instrumental Techniques courses 26

27 Submission of Data for Applied Percussion courses Wintle, Mrs. Betty - Assistant Professor, Retired Applied Voice, Vocal Literature, Vocal Pedagogy Submission of Data for Applied Vocal, vocal pedagogy Wintle, Dr. James - Professor of Music, Emeritus Music Theory and Composition, Past Director of Musical Arts Series Submission of Data for Music Theory Sequence Yoder, Dr. Rachel Instructor Clarinet Studio Submission of data for clarinet Authors/Editors of Assessment Document Walker, Dr. Jeri - Associate Professor/Donna Massey Endowed Professor in Music Education Instrumental Music Methods, Elementary Music Methods, Music Orientation, Introduction to Music Education, Strings Methods, Music Reading, Student Teacher Coordinator, Director of Music Arts Series Weger, Dr. Stacy Chair/Associate Professor/Director of Choral Activities Vocal Methods, Choral Conducting, and Choral Ensembles Craige, Dr. Mary Ann Professor Class and Applied Piano Acronyms: ACDA American Choral Directors Association COMEA Collegiate Oklahoma Music Educators Association CMENC Collegiate Music Educators National Conference NASM National Association of Schools of Music MENC Music Educators National Conference OCDA Oklahoma Choral Directors Association OMEA Oklahoma Music Educators Association OSSAA Oklahoma Secondary Schools Activities Association 27