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.

3

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

4

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

5

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.

6

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

8

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.

9

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

11

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

13

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.

14

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.

15

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

17

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.