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Five-Year Program Review
Bachelor of Arts in Music MUSN, MUSV, MUSA
College of Arts and Sciences Department of Music
Carol Britt, D.M.A Professor
Department Head
Prepared by Dr. Michael Bartnik Assistant Professor
February 2014
1
Table of Contents
1. Program Mission .......................................................................................................................................................... 2
2. Program Curriculum .................................................................................................................................................. 2
3. Program Rationale ...................................................................................................................................................... 6
4. Assessing Demand for Program ............................................................................................................................... 7
5. Outside Interest in the Program ............................................................................................................................... 8
6. Students .......................................................................................................................................................................... 9
7. Faculty .......................................................................................................................................................................... 11
8. Departmental Objectives Related to the Program (See Part 1 of Level III Annual Plans) ...................... 14
9. Informational Resources/Libraries ....................................................................................................................... 15
10. Facilities-Equipment ............................................................................................................................................... 15
Appendices……………………………………………….…………………………………………………….…………..………………...17
2
1. Program Mission
1.1 Mission Statement for the Program:
The music program is committed to its reputation as a center of quality education in the performing arts
that meets the multicultural needs of the region. We embrace the idea that music plays an important role
in the enrichment of the general quality of life for the geographic area that the university serves. Our
faculty strives to provide majors with opportunities that are practical in preparation for careers in music
and the general student population with an understanding and appreciation of music. The goals of the
Department of Music are aligned with the mission of the College of Education and of Nicholls State
University.
1.2 Relationship to Institutional Mission
The Bachelor of Arts degree in Music concentrations in MUSA, MUSN, and MUSV, seek to prepare the
candidate for successful employment in both the field of music and music education. The education
concentrations embrace the University’s and the College of Education’s mission in its “dedication to
preparing high quality teachers.” Candidates are primarily from the region of South Central Louisiana.
Candidates for the degree are consistently called on throughout their education to serve the area schools.
The program plays a vital role in keeping Arts and Music in Education a key component of the
curriculum in grades 5 - 12 and is pursuing the advancement of including music and the arts as part of
the K - 5 curricula. The degree is focused on alignment with the National Standard for Music as set
forth by the Music Educators National Conference, and the curriculum is representative of providing
candidates with the understanding and opportunity to instruct students in meeting those standards.
National Standards in Music are as follows:
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire of music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
5. Reading and notating music
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside the arts
9. Understanding music in relation to history and culture
2. Program Curriculum
2.1 Most Recent Curriculum Study:
a. When was the last time the faculty completed an in-depth study of this curriculum?
The current Bachelor of Arts degree in Music was a result of several driving forces or directives. In
May 2005, all Louisiana Institutions of Higher Education were required to redesign programs in Art
and Music Education. The redesign was “Cycle Seven of the Louisiana Teacher Quality Initiative”
submitted to the Board of Regents and Board of Elementary and Secondary Education. Objectives
of the redesign included reduction of hours needed for graduation and streamlining of course work.
In the redesign process, the University was required to meet the following standards as mandated by
the Board of Elementary and Secondary Education.
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b. If one has been completed within the past five years, list the changes that have taken place in the
curriculum.
As a mandate set in 2011 for low completers, the Department of Music combined its three degrees
into one degree with three concentrations. It is through this that we have our MUSA, MUSN, and
MUSV degree concentrations. Other changes to the curriculum included Student Teaching
requirements for EDUC 467, going from twelve credit hours to nine. MUS 407, World Music, was
added to complete part of the multicultural component of certification. Voice Methods, MUS 229,
was added for instrumental majors to complete their vocal requirements. The Liberal Arts
concentration was required to take MUS 302, which is a conducting course. MUED 250, intro to
education was no longer used for instrumental majors. Music Education majors are no longer
expected to prepare a senior recital, MUS 400, which is the capstone for the liberal arts
concentration.
2.2 Major/Minor:
a. How many hours in the curriculum constitute a major?
120 hours constitutes the major for MUSA. 126 for MUSN and MUSV.
b. Does this curriculum require or provide a minor?
This curriculum does not require or provide a minor.
2.3 Student Learning Outcomes and Assessment (See part 2 of departmental annual plans):
a. What are your student learning outcomes?
Program Learning Outcome 1 - The student will demonstrate music literacy and performance
competency in the principal applied area, as well as functional knowledge of keyboard and/or other
instruments. The principal applied area includes performing a varied repertoire of music alone and in
ensembles.
Program Learning Outcome 2 - The students will demonstrate an understanding of the common
elements, organizational patterns, and processes of music, and will possess the ability to employ them
in aural, verbal, and visual analyses.
Program Learning Outcome 3 - The student will exhibit knowledge of diversity of music history
and cultural perspectives demonstrated by an understanding of common performance practices related
to each stylistic period in history.
Program Learning Outcome 4 - The student will demonstrate the ability to develop and defend
musical judgments through the synthesis of information and competencies obtained as a result of
performance practices, analytical methods, and historical/cultural influences.
Program Learning Outcome 5 - The student will demonstrate the ability to make informed
decisions regarding methods and procedures in the educational process of kindergarten through 12th
grade students. (Education concentrations only)
b. How are they assessed?
Program Learning 1 Assessment Methods Board Exams: performance exams given at the end of each semester of studio study; graded by a
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committee from the faculty; rubric attached
Barrier Exams (MUS 272): Board Exam + self-study piece performed at board exam; questions asked
by committee regarding indications in the music, information about the composer, general and
specific questions about text (for singers), mistakes made by the student, etc. P/F indicated on Board
Exam sheet; no separate rubric
Senior Recitals (MUS 400): public performance after MUS 372 study; includes repertoire of different
genres that represent all time periods; pre-recital hearing for committee 3 weeks before recital date;
requirements include program preparation and notes/translations; graded by committee; not required
of all majors; rubric attached
Piano Proficiency Exams: exams given to students who have studied piano (and aren't piano majors)
for credit in piano classes (MUS 169, 170, 269, 270).
Program Learning Outcome 2 Assessment Methods Music 211 and 212 final projects: composition projects
MUS 211 - composition in binary form, rubric attached
MUS 212 - sonata exposition and fugue projects, rubric attached
Praxis II Music Exam (when applicable)
Program Learning Outcome 3 Assessment Methods Board Exams: see Program Learning Outcome 1
Barrier Exams: See Program Learning Outcome 1
Senior Recitals: See Program Learning Outcome 1
Targets (Expected Results) Board Exams - 100% receive 2 or better in each evaluation area
Barrier Exams (including self-study) - 100% pass on an S/U scale by consensus of jury
Senior Recitals – 100% pass pre-recital hearing by consensus of jury; 100% pass by 2 or better in
each evaluation area
Program Learning Outcome 4 Assessment Methods Barrier Exam (including self-study): see Program Learning Outcome 1
Senior Recital, as applicable: see Program Learning Outcome 1
Program Learning Outcome 5 Assessment Methods MUED course scores
Praxis II
Content Knowledge, Skills, & Dispositions Assessment
c. What are the results of those assessments and how have these results been used to improve the
academic program? (e.g. pedagogy, learning outcomes, classroom experiences)
Program Learning Outcome 1 Results Board Exams - Fall 2012 (47/47); Spring 2013 (44/44) 100% pass
Barrier Exams - Fall 2012 (2/2); Spring 2013 (12/12) 100% pass
Senior Recitals (MUS 400) - Fall 2012 (3/3); Spring 2013 (6/6) 100% pass
Piano Proficiency Exams - Fall 2011 (5/5); Spring 2013 (5/5) 100% pass
Use of Results Program faculty will continue to find ways to help the student achieve success.
Program Learning Outcome 2 Results
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Final Project - Fall 2012: (9/100) 90% pass
Final Project - Spring 2013 (14/14) 100% passed
Use of Results Program faculty will continue to find ways to help the students achieve success.
Program Learning Outcome 3 Results
See Learning Outcome 1.
Use of Results Program faculty will continue to help students to achieve success.
Program Learning Outcome 4 Results
See Learning Outcome 1
Use of Results Program faculty will continue to work with the students so they may achieve success.
Program Learning Outcome 5 Results
Completers: Fall 2012 (2), Spring 2013 (3)
Content Knowledge, Skills, & Dispositions Assessment - 80% (4/5) scored Met or Target in all
domains.
Use of Results
According to the Content Knowledge, Skills, & Dispositions Assessment data, one of the five
students scored Unacceptable on the following domains:
• ARTISTIC PERCEPTION: Analyzes and identifies the form, style, compositional devices,
harmonic progressions, and cadences in a score excerpt (K)
• CREATIVE EXPRESSION: Understands and demonstrates techniques for improvising an
accompaniment on keyboard (S)
Upon further review, program faculty found that the same student scored Unacceptable in both of
these domains. Since this is the first year the assessment was administered, there is no data to
compare these results. The two Unacceptable scores were deemed as an isolated incident until the
review of next year's data can show otherwise. These results will be shared with the supervising
teachers, university coordinators, and other pertinent stakeholders. Program faculty will pay close
attention to the domains of Artistic Perception and Creative Expression to identify any future trends
or concerns.
d. List any recommendations from the University Assessment Committee (beginning with 2009
reviews. How have these recommendations been addressed?
No recommendations have been made.
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2.4 General Education Requirements (See Appendix B):
a. List those courses in your curriculum that may be completed to fulfill general education
requirements. Describe faculty participation in General Education Requirements (if applicable), for
example, Service Core Courses.
A. General Education―A minimum of 30 semester hours of credit designed to develop a broad
cultural background. The work must be taken in the following five areas.
English 6 semester hours
Mathematics 6 semester hours
Sciences 9 semester hours
Social Studies 6 semester hours
Arts 3 semester hours
B. Focus Area (Music) 31 Semester Hours
C. Knowledge of the Learner and the Learning Environment―18 semester hours.
1. Coursework should address needs of the regular and exceptional child and certification grade
categories PK-3, 1-5, 4-8, and 6-12:
a. child development
b. adolescent psychology
c. educational psychology
d. learner with special needs
e. classroom organization and management
f. multicultural education
D. Methodology and Teaching―18 semester hours.
Reading 3 semester hours
Teaching methodology 6 semester hours
Student teaching 9 semester hours
Flexible hours for university use 4-26 semester hours
Total required hours in the program 120 semester hours
b. Explain how courses in your curriculum, which are NOT designated as General Education Courses,
reinforce or supplement the General Education goals and learning outcomes (see web page –
http://www.nicholls.edu/gened/goals_objectives.html.) (Appendix B provides a matrix you may use
to respond to this question.)
2.5 Anticipated Changes: What changes, if any, are planned in the program curriculum during the next several years? Be specific.
Why are these changes planned? How will these changes affect its enrollment, staffing and costs?
The curriculum went through extensive redesign in 2011 and 2012. Those elements of the redesign
were put into effect during the Fall 2012 semester. No changes are currently planned.
3. Program Rationale
3.1 Similar Programs Nearby:
7
List similar programs and the names of institutions (public and private) offering the same or a similar
program within a 100-mile radius.
Institution Degree MUSN
Total Hours
MUSV
Total Hours
MUSA
Total Hours
Nicholls State University Bachelor of Arts in
Music
126 126 120
Louisiana State University Bachelor of Music
Education
128 128 N/A
Loyola University of New
Orleans
Bachelor of Music
Education
128 128 N/A
Southeastern Louisiana
University
Bachelor of Music
Education
134 134 N/A
Southern Univ.- Baton Rouge Bachelor of Music
Education
Info. unavailable Info. unavailable N/A
University of Louisiana-
Lafayette
Bachelor of Music
Education
130 130 N/A
University of New Orleans Bachelor of Arts -
Music Educ.
120 120 N/A
3.2 Relationship with These Programs:
How does your program compare with program outcomes in other universities? What are the
similarities and differences in your curriculum and credit hours to these universities?
Programs in most cases are very similar. This is best attributed to the mandate for redesign by the Board
of Trustees, and the principles of accreditation by the National Association of Schools of Music.
The general differences in total hours required for each curriculum are best attributed to some schools
offering more or less hours of credit for the same class or course content.
Specific differences are as follows:
English requirement: Some require 9 hours total. None of those reviewed require an advanced writing
course.
Professional Education: Most of the content is similar although Music Education faculty members at
Louisiana State University teach most of the professional education courses.
Student Teaching/Internship: The credit hours range from 9 to 12. In most cases where the requirement
is only 9 hours, the students are able to take one additional course within the curriculum in order to
remain full time.
Music methods: In most cases the number of music methods courses and credits (woodwind, brass,
percussion, and strings) is greater than the Nicholls minimum of four classes/four credits.
* This has been noted as weakness in the Nicholls Instrumental Music Ed curriculum. Students are
not spending enough time on minor instruments to become proficient in basic performance practices
and pedagogy.
Ensemble requirements: Most institutions require seven semesters of major ensemble participation;
Nicholls requires six.
Senior Recital/Project – Louisiana State University does not require a capstone project of Music
Education majors.
4. Assessing Demand for Program
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4.1 List the types of jobs in which graduates with this degree could be expected to be employed.
The primary field of employment is in the area of certified music teaching in the public and private
schools. Graduates with this degree are also prepared for private teaching and professional performance.
Success in professional performance often depends on the students’ individual ability linked to a desire
to attend graduate school for further studies. Graduates are prepared to go on to graduate school.
4.2 Specify national, state, and area need for graduates and indicate source(s) of data.
There is currently a shortage of music teachers within the region. At the time of this research the State
of Louisiana had advertised, unfilled positions in music education in New Orleans, Richland, Franklin,
and Baker, Louisiana. Music education students of Nicholls State University have an extremely high
success rate of finding employment upon graduation. A further evidence of the shortage is based on the
fact that there are some non-certified persons teaching music education in local schools. (Terrebonne,
Lafourche)
4.3 Provide data on degrees awarded, number currently employed, and projected demand for graduates.
Results of the Program: There have been thirteen liberal arts concentration graduates in the last five
years. Five have graduated completing the newer MUSA curriculum in 2013 and eight graduated
completing the MUSI curriculum from 2009 to 2012. Of the thirteen graduates, two are teaching music
in the K-12 environment, and one is working in the special education environment. Five graduates are
currently in graduate school, four graduates are employed in an area outside of music and one graduate
is a freelance musician. One of the graduates currently teaching music has completed the Master of
Music Education degree.
Results of the Program: There have been fifteen instrumental music education graduates in the last five
years. All fifteen have graduated completing the older IMED curriculum. Of the fifteen graduates, eight
are teaching music in the k-12 environment, and two are teaching in the elementary education
environment. One graduate is currently in graduate school, one is employed as a church music director,
one is employed in an area outside of music, one is a freelance musician, and one is enrolled in a second
undergraduate degree program. Two of the graduates have completed graduate degrees in music, and
one is enrolled in an on-line graduate music education program.
Results of the Program: There has been one graduate in vocal music education in the last five years.
5. Outside Interest in the Program
5.1 Identify interest on the part of local groups, industry, research centers, other educational institutions, or
state agencies (example: Hospitals, culinary institutes, business.)
School districts have a direct interest in the program as we continue to serve the needs of music
instruction in the area schools. The local music directors association is also extremely supportive of the
efforts made in training music educators and offers constant feedback in curriculum development,
course content, mentoring, etc.
5.2 Indicate the nature of contact made with these groups and the results of these contacts.
Music faculty meets with local music director associations once per month during the school year. As
stated above in 5.1 their input directly effects the direction of the music education curriculum and course
content areas.
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5.3 Summarize any formal arrangements with industry, government, and other agencies outside of the
academic community.
The College of Education and the Department of Music have standing agreements with the local school
districts for the purpose of establishing locations for student observations, volunteer teaching, and
internships
6. Students
6.1. Enrollment:
a. What recruitment initiatives are in place other than the university recruitment program?
1. Vocal and instrumental instructors visit schools in the local and extended areas frequently to get
acquainted with students and talk about our programs.
2. The Department of Music exhibits at the annual Louisiana Music Educators Conference where it
is given the opportunity to visit with the best high school musicians in the state.
3. The music faculty are frequently invited to area schools to conduct rehearsals, both sectional and
ensemble, depending upon expertise.
4. The Department welcomes middle school and high school music students on campus for honor
choir and honor band events and for festivals.
5. The Division hosts monthly district choir and band director meetings.
b. What are the qualities of students attracted to the program, (e.g., standardized test scores for
admission, GPA, etc.)?
The Fall semester had the highest average ACT of first-time students in the last 5 years, but many
students still haven’t had any private instruction before they come to Nicholls. Most students have a
love for music and many want to make it their career. Minimum competencies in voice and
instrumental performance are expected before the student is accepted as a major.. This figure is
indicative of the student’s ability to comprehend and successfully complete academic degree
requirements.
c. Explain enrollment trends (number of majors) for the 5-year period under review (See Appendix A).
There was a gradual increase in student enrollment from the fall of 2009 to the fall of 2013. The
average ACT score of majors also increased during that time. There is marked decline in majors
from the fall of 2006 to the present. The decline seems to be mostly within the Vocal Concentration.
This can best be attributed to the lack of expertise in Vocal Music Education that existed in the
department. A vocal music education position was filled in the fall of 2007. It is hoped that this
expertise will help create a stronger interest in the major concentration area.
d. Provide a 5-year projected enrollment for the program.
The music faculty hopes to continue to increase
the total number of music education majors
enrolled within five years increasing from the
current number of 53 to a total of 68 music
education majors in the fall of 2017. This
would be an increase of on average of 4 students
per semester, while graduating a large number
each year.
Number of Majors
Year Graduates
2009-2010 64 6
2010-2011 54 5
2011-2012 54 5
2012-2013 69 7
2013-2014 53 5
2014-2015 60 16
10
2015-2016 64 14
2016-2017 66 8
2017-2018 68 7
6.2. Admissions Policies and Practices:
Are there special admissions policies for students wishing to enter this program? If so, explain. For
example, indicate numbers applying, accepted, and enrolling; the geographic areas from which they
came; special recruitment programs for minorities and other special considerations.
General admission policies are the same as that of the University.
6.3. Attrition and Graduation Record (See Appendix A):
a. Explain attrition record of candidates for degrees during the last 5 years. What strategies are in place
to address attrition?
A student wishing to enter Nicholls as a music major must audition, a process that includes
performance and interview. At this time the faculty decides whether to accept or deny the student.
All students must take a Music 110 (Fundamentals of Music) exam on their audition date. If they
pass the exam, they receive credit for MUS 110 and take a Gen Ed course in its place that fall
semester. If they don’t pass the exam, they take Music 110, a course in the curriculum.
As stated above, the audition is now an audition for acceptance. In previous years it was only a
diagnostic audition. Essentially every student who auditioned was allowed to continue as a major but
some had prescribed remediation. It is hoped that through the new audition standards we will be
better able to predict student success in the program and thereby improve attrition and increase the
graduation rate.
b. Explain number of semesters to graduate. If average number of semesters to graduate exceeds
university average, please explain.
The music education degree is defined as a nine-semester degree in the catalog; student teaching
requires the ninth semester. The BA is an eight-semester plan.
c. Explain graduation data (trends or fluctuations in number of degrees awarded) for last 5 years.
Explain reason for low completer programs if applicable. (Low completer as defined by Board of
Regents: Bachelor or Associate Degrees < 8 graduates per year; Master or Specialist Degrees < 5
graduates per year; Ph.D. Degree < 2 graduates per year)
The key to increased graduation rates is to attract better students, both in talent and academically,
into the program. In doing so there would be less changing of majors. The need for a student to be
part time vs. fulltime is related to their financial status. There is also a need to recruit more students.
The music major is considered a low completer program. The goal is to increase the number of
completers to 10 per year in three years. Combining more than 10 BA graduates annually would
remove us from the low completer status.
The solution is better recruiting, better retention, and advising. Steps toward achieving this include
1. More personal contacts with prospective students
2. Greater visibility in the schools
3. Correspondence blitz with students in all state and regional honor groups
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4. Increased and improved advising (counseling) time with current students
5. Improved course completion tracking by the student and the faculty
6.4 Career Counseling
What advisement and counseling service, other than provided by the university, do you provide to
students?
Career advisement and counseling takes place during enrollment in MUED 384 and 385 prior to
enrollment in student teaching. Serious discussion takes place as to the appropriate level of emphasis
(elementary, middle school or secondary) for student teaching. The students also discuss the merits of
professional placement into middle school vs. secondary school levels for future employment.
6.5 Follow-up and Student Placement:
a. Provide information with respect to former students in the program (job placement, continuing
degree work, etc.) over the past five (5) years?
29 graduates since the 2009-2010 school year
15 in instrumental music education
8 in music k-12
2 in elementary education
1 in graduate school
1 is church music director
1 employed outside of music
1 is a freelance musician
1 enrolled in second undergraduate degree program
13 in liberal arts concentration
2 in music k-12
5 in graduate school
1 in special education
4 employed outside of music
1 is a freelance musician
1 in vocal music education
1 employed outside of music
6 expected graduations in 2014
b. What percentage of graduates from this major has entered graduate or professional school?
31 percent
7. Faculty
7.1 Faculty Who Are Direct Participants in the Program:
Table 1
FACULTY PROFILE AND TEACHING LOAD
(Report quantity for last 5 years or since last review) Name Date
of Empl.
Present Rank Full
or Part-Time
Tenured
or Non-
Tenured
Highest
Degree Earned
Average
Teaching Load
No. of
Under-graduate
Advisees
12
Assigned by
Program
Credit Contact
James Alexander 2007
Lecturer
(Fall 2013) PT
Concert
Recital
Diploma
Carol Britt 1995 Assoc. Prof. FT T DMA
9.44+admin 9.88 4
Michael Bartnik 2011 Asst. Prof. FT DMA 16 17.67 5.4
Valerie Francis 2010 Asst. Prof. FT DMA 16.66 19.75 7.89
Kenneth Klaus 1984 Prof. FT T PhD 16.52 20.5 11.78
Joshua Hollenbeck 2011 Instr. FT MM 16.78 17.5 4
Matt Jefferson 2012 Instr. FT MM 13.08 16.75 10.75
Donna Sammarco 1990 Instr. FT MM 13.2 13.2 0
Luciana Soares 2002 Assoc. Prof. FT T DMA 14.66 16.1 4
Gregory Torres
1990 Instr. FT ABD
14.2
+ S T 14.5 3
Table 2
FACULTY RESEARCH / SCHOLARLY ACTIVITIES
(Report quantity for last 5 years or since last review Name Number
of
Publications
Number
of
Citations
Grants Number of
Presentations
Number of
Performances/
Creative
Activity
Number Amount Paper
Carol Britt NA $37,722 1 50
Michael Bartnik NA 1 $2,000 12 60
Valerie Francis 1 NA 15 400
Kenneth Klaus 1 NA 5
Joshua Hollenbeck NA 10 20
Matt Jefferson NA 40 150
Donna Sammarco NA 2
Luciana Soares NA 2 $3,097.00 250
Gregory Torres NA 1 $22,616 3 2
James Alexander NA 250
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Table 3
FACULTY SERVICE AND AWARDS
(Report quantity for last 5 years or since last review Name
Committees
National/State
Committees
Professional
Committees
Awards /
Recognition
Univ. College Prog. Dept. James Alexander
Carol Britt 7 13 2
Michael Bartnik 1 2 1
Valerie Francis 2 2 1
Kenneth Klaus 4 2
Matt Jefferson 2
Joshua Hollenbeck 2
Donna Sammarco
Luciana Soares 6 2
Gregory Torres 6 2 3 2
7.2 Narrative of Faculty Accomplishments
Summarize quality of faculty achievements accomplished in program.
The primary creative activity of the music faculty is not publication, but rather performance and making
presentations. Additionally, the faculty writes grants to support their activities. The faculty is active in
Research/Creative activity, including but not limited to recitals, presentations at scholarly meetings,
and/or serving as visual designer for various high schools marching bands.
7.3 Staffing Changes:
a. What staffing changes have occurred in the last five (5) years?
Dr. Paula Van Regenmorter resigned in 2011. Dr. Michael Bartnik has taken over her position
of Woodwind Professor.
Mrs. Michelle Parro was hired to fill the position of Staff Accompanist.
Ms. Cristina Mendoza resigned in 2012 and was replaced by Mr. Matt Jefferson as Brass
Instructor.
Dr. Charlotte Pipes retired in 2009 as vocal teacher. Dr. Valerie Francis was hired to replace
Mrs. Fran Hebert, her talents have moved her more to a replacement for Dr. Charlotte Pipes.
Mrs. Fran Hebert resigned as Vocal Music Education Specialist in 2010. The department still
needs a Vocal Music Education Specialist.
Mr. Eric Gueniot resigned as marching band director in 2011 and was replaced by Mr. Joshua
Hollenbeck.
Dr. Scott Miller was hired as an adjunct bassoon teacher
Mrs. Casey Haynes was hired to accompany the newly created Opera Workshop.
Mr. Howard Nixon was hired to accompany the Gospel Choir.
b. What staffing changes are planned (needed) in the next five (5) years?
There is a need for a Vocal Music Education specialist as Fran Hebert’s position was left unfilled.
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7.4 Strengths or Specialists Not Existing in Present Faculty:
What strengths or specialties not possessed by current faculty would be desirable to improve the
program and its mission?
The program is in need of a high brass specialist. We currently recruit with a disadvantage. When
students choose what school they would like to attend with a major in music, they have a desire to study
with someone who is professionally trained on his or her instrument. While the current woodwind and
brass teachers are exceptional in their talent and abilities, their major instruments are clarinet and
trombone respectively. In order to attract more students on flute, trumpet and French horn, it is
necessary to have individual teachers who can further develop those studios.
7.5 Special Faculty Services:
a. What professional development program(s) or activities, other than provided by the university, does
the department have for its faculty?
There are currently no professional development activities or programs sponsored by the Department
of Music for its faculty.
a. What other services are the faculty providing?
Some teach through the Music Academy. Most arrange off-campus performance opportunities for
their students and accompany them to these venues. Each faculty member has ties to the regional
music community that relate to his/her studio. The faculty also assists the students for on-campus,
non-Music performance events. Faculty are also available and participates in rehearsal assistance for
performance preparation by area schools.
8. Departmental Objectives Related to the Program (See Part 1 of Level III Annual Plans)
8.1 Annual Plans for Program
What objectives related to your program has your department achieved within the past five years? (As
reflected in Part I of the Level III Annual Plan Assessments for past five years)
We have made significant progress in both our graduation rates and the number of students throughout
the program.
8.2 Changes in Departmental/Program Objectives:
What changes, if any, have occurred in program objectives within the past five years?
In 2011, the departmental curriculum was revised to ease the students’ progress toward completing their
degrees. The program objectives include the dispositions and diversity competencies that are expected
of all candidates.
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8.3 Anticipated Changes in Departmental/Program Objectives:
What changes, if any, in program objectives are being considered for the future (ex: expansion?
downsizing? other?) Why? To what extent will the change in objectives affect changes in the program?
How will these changes affect enrollment, staffing and costs?
There are no anticipated changes in program objectives. The SLOs have been recently updated.
8.4 Do you believe the resources allocated to this academic program are adequate in proportion to other
programs in your college? If not, provide data and information to justify your answer.
In comparison to other programs in this college, the resources are adequate.
9. Informational Resources/Libraries
Are the library resources appropriate for the needs of the program? Why or why not?
The resources are appropriate. The library regularly purchases books in addition to the ones requested
by faculty.
10. Facilities-Equipment
10.1 Current Facilities and Equipment:
Describe special facilities (classrooms, laboratories) and equipment (laboratory equipment, computers,
etc.) available to provide strength to the program.
The music classrooms, including Talbot 201 that is shared by Music and Art, are equipped with
computers, ceiling-mounted projectors, and a complement of sound equipment.
The acquisition of new pianos is complete (21 Steinways), and a new harpsichord was also purchased.
Band and choir rehearsal facilities are equipped with specialized equipment, i.e. risers, pianos, sound
equipment, storage rooms (band), music library space, etc.
Mary M. Danos Theater in Talbot Hall is shared with the entire campus and the community. After the
needs of the theater productions are met, there is very little time left for music or other activities.
10.2 Needed Additional Facilities:
a. What additional facilities, if any, are needed in order to improve the quality of the programs being
offered?
The university is in the process of upgrading the much needed performance venue, Mary M. Danos
Theater in Talbot Hall. Also needed is more storage, faculty and administrative offices, additional
practice space, and classrooms.
b. List any such items proposed for the next five years and provide a cost estimate.
We are currently scheduled to undergo a renovation of Mary M. Danos Theater in the fall of 2014 in
excess of $4 million.
16
10.3 Needed Additional Equipment:
a. What additional fixed and movable equipment, if any, are needed in order to improve the quality of
the program being offered?
A new ceiling-mounted projector is needed for the Churchill Resource Center (Talbot 212). The
current one does not project the entire image making it difficult to teach the Music Technology
course. New sound equipment is needed for both the choir room (Talbot 215) and the Churchill
Resource Center. A new note visualizer is needed in the piano lab (Talbot 213). The visualizer
should reflect for the students what the instructor is demonstrating. The current one doesn’t work.
b. List all items proposed for the next five years and provide a cost estimate.
Projector: $3,430.00; Sound Equipment: $1,940.00; Note Visualizer: $2,000 = $7,370.00
APPENDIX B
MATRIX LINKING PROGRAM CURRICULUM TO GENERAL EDUCATION GOALS AND
LEARNING OUTCOMES
General education core proficiencies applied in major courses
(list course student learning outcomes from syllabi which reinforce general education requirements)
MAJOR
Courses
Reading
Comp.
Effective
Comm.
Higher Order
Thinking and Independent
Learning
Quantitative
Reasoning and Mathematics
Information
Literacy
Computer
Literacy
EDUC 313 x x x x EDUC 321 x x x x EDUC 368 x x x x MUS 109/209 X X X X
MUS 110 X X X X
MUS 119/120 X X X X
MUS
169/170
269/270
X X X
MUS
171/172
271/272
371/372
X X X X
All choral or
instrumental
ensembles
X X X
MUS 201 X X X
MUS 211/212 X X X X
MUS 217/218
MUS 240 X X X X
MUS
243/244/376/38
9
X X X X
MUS
301/302/303
X X X X
MUS 323 X X X X
MUS 340/341 X X X X
MUS 400 X X X X
MUS 407 X X X X
MUS 432/433 X X X X
MUS 476/489 X X X X
MUED 383 X X X
MUED 384 X X
MUED 385 X X X
MUED 386 X
MUED 478 X X X X
Specific Student Learning Outcomes can be found in syllabi, which are on file in Talbot 245 for music courses .
Revised February 2014
APPENDIX C
EVALUATION TEAM REPORT
Program: _______________________________________________________________
Department: ___________________________ Department Head: _________________
Date of this report: ___________________________
1. Is program relevant to the university mission? Is it essential to the university? (Sec. 1)
Comments: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2. Is curriculum appropriately reviewed and revised to meet the needs of students and community?
(Sec. 2.1)
Comments: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
3. Are Student Outcomes Objectives measurable? Assessed appropriately? Are
improvements/changes made for improved learning based on assessments? (Sec. 2.3)
Comments: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
4. Based on data provided, does the program compare favorably with institutions
within a 100 mile radius? (Sec. 3)
Comments: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
5. Based on demand and interest in the program and a 5-year projection in graduates, how would
you assess the future of the program? (Sec. 4, 5, 6)
Comments: ___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
6. Is the faculty profile appropriate to accomplish the program’s mission? How would you rate
the Teaching, Research and Service of the faculty in the program? (Sec. 7)
Comments: __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
7. Is there a pattern of "continuous improvement" demonstrated over the past five years, as
evidenced in the Annual Plans? (Sec. 8)
8. Are departmental support, equipment and facilities appropriate to meet the needs of the
program? (Sec. 8, 9, 10)
Comments: __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
9. Overall strengths and weakness of academic program based on report and presentation.
STRENGTHS WEAKNESSES
Recommendations: __________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
PROVIDE A WRITTEN RESPONSE (Form A) TO THIS REPORT TO ACADEMIC
AFFAIRS WITHIN FOUR (4) WEEKS AFTER THE DATE OF THE PROGRAM
REVIEW.
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