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Form Revision by Program Review Committee – Approved May 8, 2014 of 17

Form Approved by Faculty Senate – May 5, 2011

Instructional Programs 2014-2015 Self-Study

Three-Year Program Review Template [Dance]

[Physical Education]

Statement of Collaboration The program faculty listed below collaborated in an open and forthright dialogue to prepare this Self Study. Statements included herein accurately reflect the conclusions and opinions by consensus of the program faculty involved in the self-study. Participants in the self-study Melanie Rosa Kathe Whalen Alix Plim-Widner Scott Giles

Authorization After the document is complete, it must be signed by the Principal Author, the Department Coordina-tor, and the Dean prior to submission to the Program Review Committee.

Alix Plum-Widner Faculty

Printed name of Principal Author Signature Title Date

Printed name of Department Coordina-tor

Signature Title Date

David Grossman Dean

Printed name of Dean Signature Title Date



1.0 Mission and Goals

The College’s Mission, Vision, Core Values and Goals drive all college activities. The Program Review committee would like to understand the connection of your program to the College’s Mis-sion, Vision, Core Values and Goals. Summarize how your program supports each area. Mission: We prepare students to be successful learners. The Dance Department’s mission is to foster creative potential, to promote excellence in choreog-raphy and/or performance, and to give presence and value to diversity in dance. The instructional program is designed to provide students the opportunity to develop physical, mental, and social skills, along with artistic expression and creative problem solving though dance curriculum. In the mission of “preparing students to be successful learners” the Dance success rate is between 62%-71%. Participation in the Dance program provides educational opportunities for many students to teach, choreograph, and perform in a variety of venues, both on and off campus. Students gain valuable dance training which allows them to transition both into the work place as a studio teach-er, working dancer/choreographer as well as transfers to a UC or CSU. By fostering creative po-tential and promoting excellence in choreography and/or performance, the FC Dance Department helps prepare successful learners. Vision: Fullerton College will create a community that promotes inquiry and intellectual cu-riosity, personal growth and a life-long appreciation for the power of learning. The Fullerton College Dance Department creates personal self expression and a life-long appre-ciation for dance performances. Performance opportunities involving students, faculty, and guest artists are presented at bi-annual events. The Dance Department annually takes a group of stu-dents to the American College Dance Festival to perform, recognize excellence, and learn from Dance Masters. The vision of creating a life-long appreciation for the power of learning is reached through this student involvement in performances and traveling to ACDFA. Core Values: We respect and value the diversity of our entire community. The Dance Department supports the core value of respecting and valuing diversity. Through op-portunities such as the FC Faculty Dance concert and the Informal Showing.there is a celebration of diversity in world dance from many cultures. Through participation in dance productions.both performers and audience members are able to experience the celebration of diversity in dance from many cultures. By offering many choices of styles of dance to students, and through obser-vation of the dance concert and informal showing, we respect and value the diversity of the entire community. College Goals: We strongly support the college goals of increasing student success, re-ducing the achievement gap and increasing community outreach. The Dance Department is working vigorously to adhere to guidelines pertaining to the establishment of student learning out-comes for all classes and meaningful assessments of the resulting data. Our analysis of the re-sults of this process is guiding us toward needed changes in our program to increase student suc-cess and reduce the achievement gap. We continue to find ways to improve student advisement as it pertains to the processes of university transfer as well as professional advancement in the arts. Our desire to increase community outreach is exemplified by ongoing programs such as our annual high school “Dance Day” and the bi-annual Fullerton College Dance Concert.

http://www.fullcoll.edu/president/mission-statement



http://www.fullcoll.edu/president/fullerton-college-goals-institutional-slos





http://www.fullcoll.edu/president/fullerton-college-goals-institutional-slos



2.0 Program Data & Trends Analysis 2.1 Key Performance Indicators (KPI) For each KPI listed below, analyze and report your findings and describe what they mean. (Attach 5-year longitudinal data from Office of Institutional Research and Planning (OIRP) to Ap-pendix.)

KPI Findings

Enrollment Enrollment has remained fairly consistent, varying +/-300 from 2009 through 2014, even with severe budget cuts.

Total FTES Total FTES has remained almost the same, reflecting a slight de-crease during years that offered less sections.

Sections The most dramatic shift in sections is evidenced by a decrease in 2011-2012, dropping by 29. The current number (80) in 2013-2014 shows a slight decrease compared to (86) 2013-2014.

FTEF The current number of FTEF has actually increased significantly from 10.2 in 2009-2010 to 14.3 in 2013-2014.

Fill Rate The fill rate increased significantly in 2012-2013 to 103%, then dropped in 2013-2014 to 90%, which is slightly more than 2009-2010, 87%.

WSCH/FTEF The current WSCH in 2013-2014 (607) is just slightly below the starting number in 2009-2010, (636).

Retention Retention rates have stayed very close over the years, with a fluctuation of only +/- 3%!

Success After rising by 10% in 2010-2011, the success rate has re-mained close, between 71% and 77% through 2013-2014.

2.2 Peer Institution Comparison

Complete the table below. How does your program compare with peer institutions? Provide a narrative of your compari-son. (Peer institutions are colleges or programs identified by the Office of Institutional Re-search and Planning (OIRP)).



Fall 2011 Fall 2011 Fall 2012 Fall 2012 Fall 2013 Fall 2013

Credit Credit Credit Credit Credit Credit

Retention Rate Success Rate Retention Rate Success Rate Retention Rate Success Rate

Chaffey Total 86.44% 77.33% 80.00% 68.66% 84.96% 75.73%

Non Distance Education Methods 86.44% 77.33% 80.00% 68.66% 84.96% 75.73%

Cypress Total 88.58% 83.68% 89.38% 85.10% 84.27% 78.49%


San Diego City Total 78.88% 64.44% 79.66% 69.18% 82.69% 70.72%


Santa Ana Total 82.66% 70.28% 79.30% 63.17% 84.83% 67.31%


2.3 Achievement Gap Indicate achievement gap for each of the groups listed below. (Attach to Appendix the Success and Retention by Ethnicity Data as identified by the Office of Institutional Research and Plan-ning.)

Group % Retention % Success

Males 88% 75%

Females 85% 74%

Asian-American 86% 79%

African-American 81% 60%

Filipino 80% 74%

Hispanic 88% 75%

Native American 88% 88%

Other Non-White 80% 80%

Pacific Islander 96% 80%

White 85% 75%

Unknown 70% 64%

Range (Max-Min) 96%-70% 88%-0%

2.4 Program Effectiveness Since your previous Program Review Self-Study, what significant changes have occurred that impact the effectiveness of your program. Turnover of Full Time Faculty and the department Full Time Faculty on medical leave/professional development leave has impacted the program. Combining Level 1 and Level 2 classes has impacted the program.



2.5 Describe any laws, regulations, trends, policies, procedures or other influences that have an impact on the effectiveness of your program. Please include any other data (internal or ex-ternal) that may be relevant to student achievement, learning, and trends within your Basic Skills, CTE, or Transfer Education programs. Lack of repeatability has required the department to combine the levels of courses, thus student success is impacted negatively. Increase of enrollment fees has impacted the program negatively. The Affordable Care Act has also impacted the program negatively.

2.6 Provide any other data that is relevant to your self-study.

3.0Strengths, Weaknesses, Opportunities, Challenges (SWOC) Based on your analysis in 2.1 through 2.6, answer the following questions:

3.1 What are the strengths of your program? Despite the budget cuts, lack of funding, and down economic times, the dance department has continued to maintain its quality of instruction. 3.2. What are the weaknesses of your program? Weaknesses include: Lack of funding Under maintained facilities Poor equipment quality No accompanist 3.3 What opportunities exist for your program? Expansion of curriculum 3.4 What challenges exist for your program? Challenges for the dance department include: Lack of funding Replacement of full time faculty not accomplished in timely manner Potential growth not available due to lack of space Philosophical differences amongst full time faculty



4.0Student Learning Outcomes (SLO) Assessment

4.1 List your program level SLOs and complete the expandable table below.

Program Student Learning Out-

comes (PSLOs)

Date Assess-ment

Completed

Date(s) Data

Analyzed

Date(s) Data Used

For Improve-ment

Number of Cycles Com-

pleted

1. Upon successful completion of

courses leading to the Dance As-

sociate of Arts Degree the student

will be able to demonstrate a

foundational knowledge of ballet,

modern and jazz techniques from

beginning to intermediate level.




will be able to demonstrate ac-

quired knowledge of dance tech-

niques enabling them to perform

various styles of dance.




will be able to assess and criticize

dance from a historical and stylis-

tic perspective.

4.2 Assessment: Complete the expandable table below.

Program Student Learning Outcomes Assessment for Instructional Programs at Fuller-ton College

Intended Outcomes Means of Assess-ment & Criteria for

Success

Summary of Data Col-lected

Use of Results

1.



2.

4.3 What percentage of your program level SLOs have ongoing assessment? Comment on progress/lack of progress. 100% 4.4 How has assessment of program level SLOs led to improvements in student learning and achievement? SLOs provide clarity in communication to students of expectations. 4.5 How has assessment of program-level SLOs led to improvements in transfer or certifi-cate/degree awards? Not significantly. 4.6 What challenges remain to make your program level SLOAs more effective? Administrative monitoring of SLOAs to ensure all faculty are using the same SLOAs for classes and are the ones that have gone through the curriculum process with Board approval.



5.0Evaluation of Progress Toward Previous Goals/SAP’s (Future program review tem-

plates for this section will identify “previous goals” as “previous strategic action plans”-- SAP’s.)

5.1 List the goals from your last self-study/program review. Program Goals

Goal I

To assure excellence in instruction, student support services, and college operations.

Objectives:

Continue collaborative work between Dance and other performing arts disciplines. (music, musical thea-

tre, and various art mediums)

Recruit, employ, retain, and support highly qualified instructional and support staff. Hire qualified and

professional hourly faculty as needed to staff this expanding Dance program.

Develop teaching assistants to support the faculty in teaching.

Develop and employ student administrative assistants to support administrative staff.

Create innovative, flexible and challenging courses, which meet the student’s need for transfer, voca-

tion, or enrichment.

Re-evaluate and make changes to the AA Degree in Dance and revise the existing Teaching Certificate

Revise curriculum to meet the needs of the students that are majoring in Dance and interested in trans-

ferring to a UC, CSU, private colleges and other university Dance program.

Update current curriculum and offer new classes such as: Advanced Ballet Techniques, Dance for Chil-

dren, Dance for Film, Pilates for Dancers, and The Business of Dance,

Continue to work on expansion of Dance program by adding new general education courses that transfer

to UC and CSU. (examples: Dance History, Multicultural Dance in the US Today, Introduction to Dance

World Cultures)

The Fullerton College Faculty Dance Concert is held each semester in the Campus Theatre which allows

students an opportunity to perform in a professional Dance concert environment and learn the choreog-

raphy of faculty and/or guest artists. Furthermore, the students participate in all aspects of production

including lighting design, set design, and costume design. In addition select students are chosen to have

their choreography showcased.

Goal II

To provide a positive image of the college both on and off campus as a community institution providing

a broad range of educational and cultural opportunities.

Objectives:



Promote quality Faculty Dance Concerts open to the community on and off campus.

Continue to collaborate with adjunct faculty choreographers, guest choreographers, guest artists and per-

formers.

The Concerts and Informal Showings continue to present choreography representative of the classes of-

fered at Fullerton College, such as ballet, modern, jazz, tap, ethnic, contemporary and ethnic Dance

forms.

Increase collaborative work between the Dance Department, Fine Arts Division and Student Services.

Continue to develop a touring ensemble that will represent the Dance Department to the community and

general public at large.

Continue to attend festivals and conferences, such as, The American College Dance Festival, Dancing

Under the Stars Choreography Festival, The Fringe Festival.

Continue to participate in outreach and community performances, such as, for the FC Foundation Fund-

raiser, Kindercaminata, Student Services, The Diversity Festival and The Kwanzaa Celebration.

Continue to develop High School Dance Day

Goal III

Attract the technically-trained Dance degree seeking student to the Fullerton College Dance Department.

Objectives:

Provide State of art Dance studio facilities.

Continue to develop outreach and recruitment programs.

Produce a College Dance Invitational/Festival that will be held in the Campus Theatre.

Continue to promote quality Dance Concerts.

Continue to offer Dance students an opportunity to attend the American College Dance Festival and oth-

er Dance related events, such as, Dancing Under the Stars Choreography Festival and The Fringe Festi-

val.

Create and Maintain a Dance Department Website that is updated on a quarterly basis.

Convert the Dance Studio into a Black Box Space that can be used for student produced and run Dance

Concerts and for Informal Showings.

Create a Dance department brochure to be distributed in high schools and other Dance institutions with

information on class offerings, the AA program, certificate program, concerts, touring ensemble, and

distinguished faculty.

Hire music accompanist for selected ballet, modern Dance and Afro-Caribbean classes. The live music

component is an essential part of the intermediate/advanced Dancer education.



Create new curriculum to offer advanced level Dance classes, specifically in Ballet, Jazz and Modern.

Continue to develop the Touring Ensemble and to create performance opportunities for the group.

Goal IV

Conduct all activities of the College in a manner which promotes and fosters student access to its programs and

services.

Objectives:

Promote master Dance classes, workshops, and lectures open to the community.

Continue to recruit with the touring ensemble outreach program of visiting local area high schools.

Offer promotional information on the Dance Department to local Dance studios, high schools, and the

potential Dance student.

Goal V

Increase the level of funding to the Dance Department in order to provide concert productions, music accompa-

nist, teaching assistants, and paid choreographers, guest artists or artists in residence.

Objectives:

Secure funding for:

Faculty professional development to participate in Dance conferences, workshops, master classes, and

festivals.

Guest artists in order to enhance staff development through interaction with working professional in the

fields of Dance.

Faculty Dance Concert personnel, such as Lighting Designer, Production Manager, and Stage Manager;

and, for lighting design, costumes, sets, props, concert programs and marketing materials.

Website development and maintenance.

Accompaniment for select Dance classes.

ACDFA festivals and other dance related conferences and events.

Instructional goals defined in terms of student learning outcomes and workplace outcomes.

As a result of participation in the program, students will have the following 5-7 skills and knowledge sets:

1. Demonstrate a level of kinesthetic awareness for the aesthetic application to the art of dance.

2. Demonstrate problem solving techniques by applying instructional knowledge to all aspects of dance

including performance, creation and execution.

3. Critically analyze and put into action the theoretical and practical aspects of creating and performing

dance.

4. Demonstrate acquired practical knowledge of the technical aspects of a dance production.

5. Demonstrate in discussion and application the relationship of Dance to the other performing arts.

6. Demonstrate the ability to collaborate with other disciplines.



5.2 Describe the level of success and/or progress achieved in the goals listed above. The level of success has been to maintain the existing program without an either

marked increase or decrease in the program 5.3 How did you measure the level of success and/or progress achieved in the goals listed above?

Self-study. 5.4 Provide examples of how the goals in the last cycle contributed to the continuous quality improvement of your program. Looking ahead to expansion and improvements keeps the program thriving. 5.5 In cases where resources were allocated toward goals in the last cycle, how did the re-sources contribute to the improvement of the program? 5.6 If funds were not allocated in the last review cycle, how did it impact your program?

6.0 Strategic Action Plans (SAP) [formerly called Goals (6) and Requests for Re-sources (7)] Using the tables below, list the strategic action plans (SAPs) for your program. These plans should follow logically from the information provided in the self-study. Use a separate table for each SAP.

SAPs for this three-year cycle:

STRATEGIC ACTION PLAN # 1

Describe Strategic Action Plan: (formerly called short-term goal)

List College goal/objective the plan meets:

College Goal #: Objective #:

Describe the SAP: (Include persons responsible and timeframe.)

What Measurable Outcome is anticipated for this SAP?



What specific aspects of this SAP can be accomplished without additional financial resources?

If additional financial resources would be required to accomplish this SAP, please complete the section below. Keep in mind that requests for resources must follow logically from the infor-mation provided in this self-study.

Type of Resource Requested Dollar Amount Potential Funding Source

Personnel

Facilities

Equipment

Supplies

Computer Hardware

Computer Software

Training

Other

Total Requested Amount









What specific aspects of this SAPcan be accomplished without additional financial resources?



Personnel

Facilities

Equipment

Supplies

Computer Hardware

Computer Software

Training

Other










What specific aspects of this SAP can be accomplished without additional financial resources?



Personnel

Facilities

Equipment

Supplies

Computer Hardware



Computer Software

Training

Other




7.0 Long Term Plans Describe the long term plans (four-six years) for your program. Please consider future trends in your narrative. (Identifying financial resources needed for these plans is optional.)

8.0 Self-Study Summary This section provides the reader with an overview of the highlights, themes, and key elements of this self-study. It should not include new information that is not mentioned in other sections of this docu-ment.



Division Deans’or appropriate Immediate Management Supervisor (IMS)

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