II. Educational Program Learning Outcome Assessment Plan (Academics)/User Outcomes Assessment Plan Learner Outcomes identified for the major. For User Outcomes (primarily non-academic units) use TABLE II. I – Student Learning Outcomes A. Learning Outcome What should a graduate in the DMI Concentration know, value, or be able to do at graduation and beyond? B. Data Collection & Analysis 1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected. 3.Explain the procedure to analyze the data. C. Results of Evaluation What were the findings of the analysis? D. Use of Evaluation Results 1.List any specific recommendations. 2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are made as a result of the program learning outcome assessment process. Technical: Demonstrate a working knowledge of digital audio technology, recording methods, and practice GE 1, 2, 3, 4, 7, 9 A. Successful completion of recording technology classes and lab work. B. Student Engineer tests: written component that includes the recall and definition of recording elements, and an applied component that demonstrates the successful operation of DMI sound recording technology (See Appendix A for guidelines). C. Additional evaluation by external consumers. Data collected throughout the semester by formal and informal means. Anecdotal evidence suggests that requiring DMI 102 as a technical pre-requisite has resulted in students obtaining the necessary level of proficiency to succeed in subsequent courses in digital audio technology. Entry-level computer audio skills class was redesigned to split audio software platforms content over two semesters. Formal and informal evaluations revealed that students achieved a deeper knowledge of and greater Curriculum committee will evaluate DMI 100, DMI 102, DMI 103, DMI 111, and DMI 112 proficiencies and students’ subsequent performance in digital audio technology courses. Continue to refine assessment tools that measure levels of proficiency in the use of digital audio technology as students progress through the courses. In preparation for the BS-MIS degree, curriculum committee recommended that MAT 104, with a minimum grade of C, be a pre-requisite for DMI technology courses. Committee also recommended
Data analyzed: By instructor using criteria established in syllabi; By curriculum committee and program director. 70% of students/majors in the program will achieve at a competent (C) level or above. proficiency in multiple software platforms that had been allowed in a single semester. Students’ math skills have shown improvement with assistance from math tutoring lab. Out of a head count of 40 students enrolled in audio technology related DMI classes, 37 were successful at the level of A, B, or C, 3 unsuccessful, and 0 incompletes (Since a 2.0 GPA, C or above, is required for graduation from the University, we consider A, B, or C to be a measure of success). This represents a success rate of 92.5%. This was the second year for establishing and tracking student engineer achievement levels. Pass rate: 1 of 1, Level One; no attempts at Level Two; no attempts at Level Three. A smaller number of students testing for the different engineer achievement levels does not yet that newly created PHY 210 (Acoustics of Sound) be required for DMI students as a gen ed lab science course once offered by the University. The first offering of this course is scheduled for spring of 2012. Continue to first and second attempt pass rates as students move through higher
allow for an accurate comparative analysis. Faculty observation showed that while performance levels may be increasing, on curriculum changes, some students are still not meeting project deadlines or completing lab requirements. level of courses. We will correlate with student performance in class to determine if courses need to be revised. Upper level audio students will be required to take proficiency tests as an extra measure of evaluation. Continue to refine and enforce project timelines and lab requirements. Creative: Demonstrate an understanding of the creative process as it applies to the music and entertainment industry GE 1, 2, 3, 4, 7, 9 Successful completion of course work in related areas of music industry. Courses may include academic content, collaborations, applied proficiency, individual and ensemble performance. Assessment measured by rubrics developed by course instructors, peer review, audience critique/evaluation, exams, projects, private lessons, public performances. Data collected during semester by formal and informal means. Out of a head count of 103 students enrolled in creative DMI courses, 92 were successful at the level of A, B, or C, 5 unsuccessful, and 2 incompletes (Since a 2.0 GPA, C or above, is required for graduation from the University, we consider A, B, or C to be a measure of success). This represents a success rate of 89.3%. DMI ensembles performed at 29 events during the academic year, both on campus and for local A 89% success rate represents a slight decrease from AY (93% success rate). We will continue to evaluate both faculty and student expectations and performance. Reviews so far have been informal in nature. Attempts will be made to establish a 10
Data analyzed: By instructor criteria established in syllabi; By curriculum committee and program director. 70% of students/majors in the program will achieve at a competent (C) level or above. and regional venues and festivals. (This represents a slight decrease in the 09-10 total of 35 performance events). 100% positive feedback response. more formal evaluation system, including an effort to garner post-performance reviews from and audiences. Social media sites (Facebook, MySpace, Twitter) and their respective analytics may be used for evaluation. All: Evaluate and analyze complementary aspects of the music and entertainment industry (creative, technical, and entrepreneurial) and create solutions to situations unique to the industries GE 1, 2, 4, 5, 7, 8, 9, 10 Successful completion of course work in related of music industry (DMI 100: Intro to Multimedia, DMI 101: Music Business Survey, DMI 300: Indie Music Entrepreneurship, DMI 310: The Business of Songwriting, DMI-SRT 441: Senior Project, DMI-SRT 442: Internship, DMI 415: Copyrights and Contracts, DMI 492: Record Label Operations, DMI 492: Live Event Practicum, DMI 492: Concert Touring and Promotion; Participation in activities. Assessment measures: rubrics developed by course instructors, exams, projects, public performance, intern evaluation. Data collected during semester by formal and informal Out of 93 students, 80 were successful at the Level of A, B, or C), 6 unsuccessful, 2 incompletes, 3 NS, 3 withdrawals, and 1 audit (Since a 2.0 GPA, C or above, is required for graduation from the University, we consider A, B, or C to be a measure of success). This represents an 86% success rate. Students were the opportunity to interface with In preparation for the BS-MIS degree, curriculum committee recommended dropping the requirement that DMI 100, DMI 101, and DMI 1l6 are pre-reqs for all DMI courses. These three courses will now become part of the DMI core courses under the BS-MIS program of study. Change will take effect beginning fall semester 2011. Developed a “community of experts” within the music
Goal 4 (five year goal) Institutional Goal Baseline (AY 06-07) Year 1 (07-08) Year 2 (08-09) Year 3 (09-10) Year 4 (10-11) Year 5 (11-12) To increase number of students enrolled in the discipline by 75% in 5 years SP 2 74 60 69 82 77 -18.9% +15% +18.8% -9.4% E. Goal #5: Complete degree design and curriculum development for a B.S. in Music Industry Studies to be implemented in fall of 2011. 1. Institutional Goal(s) supported by this goal: SP # 1, 2, and 3 2. Evaluation Procedure(s): Determine if curriculum has been designed and degree is offered. 3. Actual Results of Evaluation: Bachelor of Science in Industry Studies degree was approved by IHL and SACS in June of 2011. New degree will be first offered to students in fall 2011. 4. Use of Evaluation Results: New degree will be consistently promoted and marketed to encourage increase in enrollment of students seeking new BS-MIS degree. 20+ students have changed their current major to BS-MIS. F. Goal #6: Plan and develop one new commercial music ensemble performing repertoire from the various genres of American roots music. 1. Institutional Goal(s) supported by this goal: SP # 1, 4 2. Evaluation Procedure(s): Determine whether new commercial music ensemble was established. 3. Actual Results: This goal was placed on hold until a critical mass of students to participate is reached and additional support resources are available. One successful student band, Dandy & the Lions, is currently developing within this genre of commercial music. 4. Use of Evaluation Results: Goal will be revisited during upcoming academic year.
3. Expected Results of Evaluation: Students will gain valuable insight into music industry practices and pitfalls and be offered opportunities to network with professionals in the industry. 4. Uses of Evaluation Results: If successful, series will continue and potentially expand in scope or frequency. C. Goal #3: Review and reset DMI enrollment goals for next five years. 1. Institutional Goal(s) supported by this goal: SP Goal # 2 2. Evaluation Procedure(s): Monitor enrollment 3. Expected Results of Evaluation: As students enroll in the clearly defined and marketed BS-MIS program of study, enrollment will increase. 4. Uses of Evaluation Results: Evaluate average enrollment in order to establish next level of enrollment goals. Data and information for department: Brief Description and/or Narrative of programmatic scope: The Delta Music Institute is an independent unit of the College of Arts and Sciences. Music Industry Studies at the DMI encourages exploration and embraces the entrepreneurial spirit. DMI students study a variety of professional areas in the recording and entertainment industry, including recording arts, music technology, songwriting, arts management, promotions, copyrights and contracts, and music marketing. The College of Business contributes courses in standard business practices and entrepreneurship. The DMI is located in the of the Mississippi Delta, birthplace of the Blues, land of juke joints, cotton, and the Father of Waters, the Mississippi River. It is the land that produced blues masters Robert Johnson, Muddy Waters, Charlie Patton, Howlin’ Wolf, and B.B. King. Much of the American repertoire was inspired by the style of early Delta musicians. The music of the Delta has helped shape the language of modern music defined in the styles of the legendary Sam Cooke as well as the groundbreaking rock-and-roll style of Elvis Presley. Delta culture also influenced the minds of literary giants William Faulkner, Tennessee Williams, Eudora Welty, and Richard Wright. Students of the DMI will have the opportunity to be immersed in this cultural heritage.