The University of North Carolina Program Review and Recommendations Form (Complete this form for each program identified in Attachment 2.

Transcription

1 The University of North Carolina Program Review and Recommendations Form (Complete this form for each program identified in Attachment 2.) Date (mm/dd/yyyy): January 7, 2013 UNC Institution: Appalachian State University CIP Discipline Number: Degree Abbreviation (B.A., B.S., M.A., M.S., Ph.D.): B.S. Art Education Department contact person: Name Roy Strassberg Phone number The accompanying guidelines list questions about centrality to mission, quality, faculty and physical resources, demand, costs, duplication, and consequences of deletion. After considering those issues, which of the following does the campus recommend? (Please click on the box next to the appropriate answer to record your response.) X Retain the program in its present configuration with low enrollments likely to continue Retain the program in its present configuration with specific steps to be taken to decrease time to graduation. Restructure the program by combining it with one or more other campus programs Actively investigate collaboration with other UNC campuses in order to conserve program resources and increase course enrollments Discontinue the program while assuring graduation for any currently enrolled students 2. Explain the above response either the rationale for leaving the program in its current configuration or specific steps proposed to increase enrollments and/or conserve resources. 1. CENTRALITY TO MISSION Provide a brief historical and contextual description of the program. The Art Education program was developed 35 years ago, in response to a need for more art educators in the state and region, notably in K-12 schools. The program graduates approximately Art Education majors every year who go on to teach art education in the K-12 schools or pursue graduate studies. This year, the program coordinator is proposing to change the degree from a Bachelor

2 of Science in Art Education (BS) to a Bachelor of Fine Arts in Art Education (BFA). This will help most students graduate faster because 1/3 of current students attempt to earn both a BFA and a BS during their undergraduate careers. This will streamline their coursework so that only the BFA in Art Education is necessary. The mission of Art Education is to prepare students to teach art in the following sites but not exclusively in these sites: pre-primary through secondary schools, as directors in museum education, in community education centers. The graduate will earn North Carolina licensure to create art classrooms that are fluid, co-constructed, informed, interactive, and respectful to serve the diverse populations of North Carolina. The Vision of Art Education is to respond to the difficult question: What is art? through considering visual culture, personal artistic expression, historical theories and practices of art education, community service and the culture of the child. Art education students will be current in contemporary theories of art and education. Art education must assess their impact in the field of art education, to listen for the ever changing life of the child, to be open to the struggles facing the child as situated individual, and to uphold the notion that there is no privileged knowledge and the best teaching is collaborative. The affects and effects of this vision will inform best practice in art education. How important to the mission of the institution is this program. The art education program relates to Appalachian s mission to: address the needs of individuals and society [by providing art teachers for schools in the region and state] providing undergraduate students a rigorous liberal education [by requiring written research in the discipline, studio experience, and a practicum experience teaching in the schools under supervision and guidance] emphasize transferable skills and preparation for professional careers [by creating a direct pipeline to a career in art education]. Can this program be combined with a similar or related program in the present department or in another department? The program is currently connected to the College of Education. K-12 public schools require either an art education proficiency test and a teaching certificate or a degree in Art Education that includes licensure; therefore, it is impractical to combine the degree with another program.

3 2. DEMAND What factors explain the enrollment, degrees awarded, and SCH trends in the data for the last two years? An average (over the past 3 years) of 52 majors are in the art education program, and an average of 15 graduate every year. Factors that lead to slower degree attainment include: Dual enrollment in the BFA and BS programs at the same time. o Remedy: Change the BS to a BFA degree so that students can earn one degree that meets more of their needs. Low enrollment in AY2010 because of recession (impacted average). Other programs in the RCOE had similar numbers (dip in enrolled majors). Before AY2010, we graduated 19 out of 50 majors. Factors such as outside work (because of economic situation) and changing majors that students across-the-board experience. Enrollment is currently growing in the program. What have program faculty done to recruit a larger class for each of the last two years: Note: The art education program has one FT tenured faculty member currently; another tenure-track faculty position was created a year ago, and filled, but that faculty member is currently on family leave. The department created (moved from another area) a third tenure-track position, which is open and being recruited for currently. Program faculty (the coordinator) has: Placed student teachers throughout the state in high schools to help recruit high school students to Appalachian. Works directly with student teacher supervisors to recruit students. Presented information at Fall and Spring Open Houses. Presents at national and state art education conferences (NAEA and NC- NAEA). Guest speaker in classes in the art department to promote art education. Work with student transfers from other programs. I give approximately 5 tours per year to individual students/families who are transferring from other universities. Work as an advisor to all 50 majors so that they stay in the art education program and succeed.

4 Take students on study tours to Europe and to national conferences to help with retention and student success. Stay connected to graduates with teaching positions in the field. Additionally, Art Education maintains its own website for prospective and current students with information about the program ( including the curriculum, courses, and information about faculty. What are job prospects for graduates? Where are graduates from the last 5 years employed? At least two-thirds of graduates of the program go on to get art education jobs in the public or private K-12 school system in North Carolina. The other graduates teach outside the state or go to graduate school in a related field. Every year, 90% of graduates ask the program coordinator (me!) for letters of recommendation for jobs which I am happy to provide. Some of the placements for students include: High schools and grade schools in Raleigh, Charlotte, Durham, Asheville, and elsewhere in NC High schools and grade schools in Missouri, Pennsylvania, Virginia, and Illinois Graduate schools at University of Illinois, Penn State, and University of San Diego Are there courses in the program that are essential supporting courses for other programs? All Elementary Education majors must take a 9 hours in fine arts courses, and the art education offers 5 sections of ART 3021 Visual Arts for the Elementary Teacher every semester to fulfill this requirement. These courses are always full, and we offer sections in the summer as well. Has the program been identified by GA as low productivity in the past? No. What plans are in place to deal with the enrollment issues? n/a

5 What is the justification to continue this program? The state need for teachers. 3. QUALITY OF THE PROGRAM How does the program identify and measure student learning outcomes? How are the program and student learning outcomes used by the department to inform program quality? The Art Department completes a strategic plan every six years and recently finished one. In the strategic plan are goals about accountability and curriculum management. The art education program works within these goals and outcomes. The program developed 20 learning outcomes in 2010 and has been measuring progress with these outcomes for the past two years. Assessment methods and instruments include: components that make up the IMPACT project completed during student teaching teacher candidate evaluation forms filled out by the cooperating teacher and university supervisor during student teaching results of the Praxis II (National Art Exam) / done in the junior - senior year LEA/IHE Certification of Teaching Capacity completed during student teaching Right now, the outcomes were developed in collaboration with Pete Wachs and measure quantitative results on tests. Ideally, we would be able to have more flexibility in the creation of learning outcomes and measurements that use qualitative methodologies and instruments to get at student learning. We would like to better measure: Student teacher s ability to engage in dialogue with students (part of the methods classes is learning how to use children s questions to drive the curriculum). Job placement and preparedness among graduates o Enough studio experience to teach well? o Enough preparation with special needs students? Do students retain what they ve been taught about a child-driven curriculum, studio-based lessons, and innovative strategies? Or do they conform to the traditional teaching methods and models?

6 Currently, I am trying to assess these questions and learning outcomes through behavioral observation, interviews, work with the cooperating teachers, observation of student teaching, and communication after graduation. However, we haven t been able to include much of this work in our TracDat reporting because of the limitations of the software and the priority of quantitative assessment. So there are two simultaneous streams of identifying and measuring student learning outcomes in place for the program. How do the trends in the data shown in Section B impact the program? We think we re on the right track because we re steadily increasing the numbers of students in the program since the recession. What is the quality of the program and what indicators are used to assess the quality? The program is known throughout the South for its high quality in producing excellent art education professionals. Indicators include: Unsolicited positive s from cooperating teachers. Inquiries about the program from prospective and transfer students who know the quality of the program. Teachers in the state who request to be cooperating teachers with us, because of the reputation of the program. Inquiries from other universities faculty and graduate students who request to come and observe aspects of the program. One quarter of the art education seniors are honors students and as their thesis advisor guide their research on advanced theories and practice in art and art education. Ninety eight percent of the art education honors students complete their thesis. Extreme interest in global study by many art education students that includes a commitment to art education and financial means to participate. This suggests a deep dedication to the program. Is the program accredited? Yes. NASAD (National Association of Schools of Art and Design) accredited. Additionally, Dr. Vicky Grube and Dr. Alyssia Ruggiero are licensed by the State of North Carolina to teach K-12 art.

7 When was the most recent revision of the curriculum? Describe the outcome of the revision. The most recent revision of the curriculum to change to a BFA degree is going to the AP&P Committee in the spring We hope to be successful! What is the program s average time-to-degree? Courses being scheduled & offered in a timely way? Barriers to progress to degree for upper level students? Requires more than four years? Four year plan & evidence that courses allow for four-year graduation? Barriers in four-year graduation rate? Plans to remove those barriers? The Art Education program requires 122 hours. All bachelor s degrees at Appalachian require at least 122 hours, so this requirement is in line with others. However, the proposed revision to the curriculum is to require 127 hours which is more in line with what other education degrees at Appalachian require. The Program of Study for Art Education is attached to this document. The only courses in the Program of Study not offered every semester are the Art Education courses (ART 2222, ART 2420, ART 2444, ART 3969). These are offered alternate semesters (every course taught at least once in an academic year). Some are offered twice in an academic year. Summer school offerings to help? All courses required for the major are offered in the summer except for art education majors courses. # of credit hours that do not count as a major requirement? Three hours of free electives outside the major discipline are required. What plans are in place to improve graduation rate? Does the department track placement of graduates? If so, what % are admitted to graduate or professional programs? Where are graduates employed? Does the department plan to track graduates? The Art Department does not officially track graduates of the program, nor has plans to do so. Through informal evidence, Art Education faculty know that:

8 At least two-thirds of graduates of the program go on to get art education jobs in the public or private K-12 school system in North Carolina. The other graduates teach outside the state or go to graduate school in a related field. Every year, 90% of graduates ask the program coordinator (me!) for letters of recommendation for jobs which I am happy to provide. Some of the placements for students include: High schools and grade schools in Raleigh, Charlotte, Durham, Asheville, and elsewhere in NC High schools and grade schools in Missouri, Pennsylvania, Virginia, and Illinois Graduate schools at University of Illinois, Penn State, and University of San Diego At least two-thirds of graduates of the program go on to get art education jobs in the public or private K-12 school system in North Carolina. The other graduates teach outside the state or go to graduate school in a related field. Every year, 90% of graduates ask the program coordinator (me!) for letters of recommendation for jobs which I am happy to provide. Some of the placements for students include: High schools and grade schools in Raleigh, Charlotte, Durham, Asheville, and elsewhere in NC High schools and grade schools in Missouri, Pennsylvania, Virginia, and Illinois Graduate schools at University of Illinois, Penn State, and University of San Diego 4. FACULTY INVOLVED How do the faculty data in Section A impact the program? Currently, the meager number of Art Education faculty (1 FT in place this fall and 1 FT TT from ) does not allow for much effort devoted to recruitment of new students while maintaining high teaching standards and diligent student supervision. However, next year, with hopefully 3 FT tenured/tenure-track positions filled, we will be able to make a bigger impact on recruitment outreach and tracking of graduates. With having only one FT professor the past three years, we have been truly understaffed.

9 How do staff data in Section A impact the program? Having more staff in the Art Department would help with tracking students. We have very few staff in the Art Department (departmental secretary, part time secretary, building manager, and visual resources curator). How many faculty members are teaching in this program? (Note separately the number of NTT faculty and their qualifications to teach undergraduate courses. How many major courses were taught by NTT faculty during each semester of the last two years?) Art Education 1 tenured FT faculty 1 tenure-track FT faculty (on family leave in fall 2012) 1 open position for tenure-track FT faculty (newly created position) 1 adjunct teaching faculty (teaches 3 courses / semester) 1 adjunct supervisor of student teaching (supervises 10 student teachers part-time) What is the average teaching load of the faculty in the department? Everyone teaches 3 courses with one course release time for research every semester. If the program has a thesis track, what is the average thesis mentoring load of faculty in the program? The Art Education coordinator supervise (on average) two honors theses per semester. 5. FACILITIES/EQUIPMENT Are available space and equipment adequate and appropriate for the program? No. Art Education needs studio space to offer practicum experiences for university students and to offer research programs that invite K-12 students from the community to work with university students on targeted research projects. Faculty and student Research is extremely difficult without a lab space. Currently, we share a classroom with Gen Ed and the Turchin Center, with some difficulty.

10 What would be the cost to provide necessary space and/or equipment for the program? To renovate the lower level in the Turchin Center for an adequate space would cost >$150, COSTS How much tuition revenue did the program (NOT the department) generate each year for the last two years? Unsure how to calculate. approximation 57 majors in AY2012 1/5 are out-of-state students 11 out-of-state students x $7, per semester out-of-state tuition = $85, in-state students x $1,771 per semester in-state tuition = $81,466 Total: $161,211 Which program options or concentrations can be consolidated or eliminated? There are no concentrations for this major. What is program productivity as it is reflected in course enrollments? Unsure how to calculate. If the program were eliminated, how would the department spend the dollars saved on other programs/activities? Unsure how to calculate. 7. DUPLICATION (SECTION 2) What other institutions in North Carolina offer a similar program?

11 Our program in Art Education is the best in the state. Other Art Education programs include: East Carolina University UNC-Charlotte UNC-Greensboro (not studio based) UNC-Asheville (no art ed specific courses in curriculum only studio classes and education offered) Western Carolina University (very small) Elizabeth City State University and North Carolina Central have BAs in art with a concentration in K-12 education option UNC-Pembroke has a BA in art education Out of the private schools, Meredith College has a degree. Neither Duke, UNC- Chapel Hill, nor NCSU have art education degrees. In what ways can this program's objectives be accomplished equally well through another program at Appalachian or at another UNC institution? Cannot be accomplished. Which courses in the program are duplicated in other programs/departments? We share courses with other Art degrees (courses in studio, foundations and art history) and with the RCOE. In what ways can enrollment be increased by sharing some courses through distance education? It might be possible to do some of the education courses in distance (online) education environments. The education requirements from the Program of Study include: CI 2300 Teaching in the Digital Age FDN 2400 Critical Perspectives on Teaching & Learning PSY 3010 Psychology Applied to Teaching SPE 3300 Creating Inclusive Learning Communities CI 3400 Policies and Practices in Educational Assessment

12 In what ways is this program unique or distinctive in the UNC system? Studio Focus Our majors take 33 credit hours of studio art as part of their degree. The graduates then are practicing artists as well as teachers and bring a richer perspective into the classroom. The BFA in Art Education will strengthen this distinction. Research Emphasis Our faculty publish in major peer-reviewed journals and encourage student writing and research. Appalachian Art Education is part of an international art education movement called Room 13. We have a lively research relationship with such programs across the United State and in the UK. Global Learning Students often take advantage of study abroad opportunities and sometimes do student teaching abroad (an average of 2 students per semester student teach abroad In addition, there have been Art Education International Study trips almost yearly for the past 5 years ). Faculty do research overseas on art education practices in Italy, Scotland, and beyond and scope out greater International connections to Appalachian Art Education. Professional Development Focus Students are part of a campus chapter of NAEA (National Art Education Association) and participate in national art education conferences with trips to New York and to the state conference in Asheville/Winston-Salem/etc. Room 13 Innovative after-school program / research site where students have an opportunity to see, lead, and document successful first-hand contemporary practices in art education. To what extent is the program mission critical to Appalachian State? To the extent that high-quality education of the state s and region s teachers is critical to the University. 8. FUTURE DIRECTIONS What potential does the program have? Cite concrete evidence from external sources and from responses in to other items in this review. How can the program s potential be actualized (cite opportunities and barriers)?

13 Potential areas for growth/improvement: Number of students has been steadily growing from 5 graduates in to 17 graduates last year to 25 graduates this year ( ). Informal feedback from cooperating teachers is overwhelmingly positive. Employment rates for graduates are excellent. Current relationships with the Turchin Center and with K-12 schools in the surrounding counties are strong. We have potential to expand Room 13 to county schools. Connect nationally with other Room 13 s (with Headquarters in Los Angeles). Documenting the success of Room 13 to expand its efficacy nationally. To have deeper connections with art education graduates who enter the teaching profession to support continued learning and longevity in the teaching profession. Many art education teachers feel isolated and estranged and miss the physical support of a university art educator. Having all faculty positions filled will help with these opportunities. 9. CRITICAL MASS What would be the impact on other departments or on other programs if the program under review were eliminated? Response should include potentially positive impact such as the ability to serve more undergraduates or teach Gen Ed courses or provide more faculty research time. Negative Impacts: Elementary Education majors would not be prepared to teach K-12 students. Their preparation in art education guides their development as teachers. The cross-pollination of ideas between Elementary Education and Art Education students and professors helps provide a working definition of art that is contemporary and helps illustrate other perspectives and ways of learning. Positive Impacts: NA

14 10. ADDRESS SPECIFIC DATA ELEMENTS HIGHLIGHTED ON THE REPORT PROVIDED (e.g., enrollment, position metric, placement of graduates, etc.) Art Education was highlighted as red program on the majors and degrees awarded spreadsheet, which indicates fewer than half of our majors are graduating every year. It is a rigorous program with requirements in studio art, education, research/writing, and practice, and juggling all of the requirements with the student teaching in fouryears is a challenge for many students who are working off-campus to support themselves. Better financial aid and general education advising would also help with graduation in time. Many students change majors from art or non-studio degrees (such as elementary education) into the art education program as they near the end of their degree, which can make it difficult to graduate on-time. RECOMMENDATION ABOUT THE PROGRAM TO BE MADE TO THE DEAN As a result of this review, Appalachian is required to make recommendations that address these major questions: 1. Should the program be continued as a separate degree program? If continuation is recommended, what sound and compelling reasons can be provided in support of such a recommendation? 2. If the recommendation is to continue the program, can it be made more productive? If so, how? What steps must be taken to strengthen the program and make it more productive? Should the program be consolidated or merged with other existing programs? If so, which ones? 3. Should the program be discontinued? If so, on what timetable? If the program is discontinued, would there be any savings of funds or resources that could be reallocated to other programs and activities of greater productivity or higher priority? If so, what would be the savings? For department chair

15 Guidelines for Program Productivity Review In reviewing the degree program and completing the form accompanying these guidelines, please consider the following questions. A response to each question is not required, but please address these issues in your review wherever relevant. 1. Centrality to University's Mission How important to the mission of the institution is this program? Can this program be combined with a similar or related program in the present department or in another department? 2. Quality of the Program What is the quality of the program and what indicators are used to assess the quality? Is the program accredited or has accreditation been sought? 3. Faculty Involved How many faculty members are teaching in this program? What is the average teaching load of the faculty in the department? 4. Facilities/Equipment Are available space and equipment adequate and appropriate for the program? 5. Demand Is the program serving the predicted number of students? What are the job prospects for these graduates? Are there courses in the program that are essential supporting courses for other programs? 6. Costs Could some program options or concentrations be consolidated or eliminated? What is program productivity as it is reflected in course enrollments? Does the program have under-enrolled courses? Would the department rather spend those dollars on other programs/activities? 7. Duplication Can this program's objectives be accomplished equally well through another program? Are courses in the program duplicated in other programs/departments? Could enrollment be increased by sharing some courses through distance education?

16 Is this program distinctive in the UNC system? 8. Critical Mass What would be the impact on departments or programs if the program under review were eliminated? 9. Recommendation about the Program As a result of this review, your institution is to make recommendations that address these major questions: Should the program be continued as a separate degree program? If continuation is recommended, provide a sound and compelling reasons. If the recommendation is to continue the program, can it be made more productive? If so, how? What steps would be taken to strengthen the program and make it more productive? Should the program be consolidated or merged with other existing programs? If so, which ones? Should the program be discontinued? If so, on what timetable? If the program is discontinued, would there be any savings of funds or resources that could be reallocated to other programs and activities of greater productivity or higher priority? If so, what would be the savings? NOTE: Attachment # 2 identifies those degree programs identified for low productivity review both in 2010 and 2012 with a double asterisk.