Annual Assessment Report 1995-96

School of Comparative Arts

Prepared by: Jessica Haigney

I. What are your school's goals? Include a brief statement on how they were developed.

Assessment Process

The interdisciplinary nature of the doctoral degree program and the small number of faculty fosters a team approach in all professional areas, including assessment. As the result of university assessment initiatives, this process has become more formalized.

Fall Quarter:

1. Analysis of the previous year's assessment data, according to the following principles: 1) relationship to stated goals and their specific criteria; 2) emergence of patterns/trends in assessment data; 3) comparison of qualitative and quantitative assessment data; and, 4) common sense.

2. Based on this analysis, the development of: 1) annual goals and projects; 2) modification/enhancement/development of existing goals and criteria; and 3) adjustment in the assessment process per se.

3. Assignment of specific areas of responsibility to faculty of designed goals/projects, including assessment methodology and reporting.

4. Implementation of projects

Winter Quarter:

1. Implementation/development of projects;

2. On-going assessment discussion;

3. Collection of assessment data.

Spring Quarter:

1. On-going assessment discussion of current projects;

2. Initial formulation of new projects/goals;

3. Collection of assessment data;

4. Compilation of assessment report (faculty discussion/approval.)

A. Graduate Program

1. The primary mission of the School of Comparative Arts is to provide an interdisciplinary fine arts Ph.D. program. The doctoral program emphasizes a cultural education which may serve as preparation for a variety of professional careers, especially, college and university teaching. Students graduating from the Ph.D. program are expected to demonstrate mastery of the following intellectual skills:

1. acquire an understanding of the factual content, theories, methodologies and principle issues in aesthetics and two arts media not represented in their B.A. or M.A. degrees;

2. demonstrate analytic-abstraction skills, i.e., the ability to analyze relationships among artistic elements and their organizational principles in several arts' media; the ability to analyze and formulate abstractions and deal with symbolic language and thinking;

3. demonstrate an ability to formulate syntheses, i.e., the ability to creatively synthesize aspects, ideas, artifacts--to create a "new" insight, approach; the ability to formulate a synthesizing principle and design a methodology;

4. demonstrate the ability to communicate ideas (written and oral) in a clear, organized, grammatical style;

5. demonstrate mastery of research skills; and,

6. acquire and/or demonstrate creative abilities in one artistic medium. (M.F.A. satisfies this requirement.) Students with an M.A. degree must meet a three course requirement.

B. Undergraduate Program (non-degree)

1. A secondary mission of the School is the provision of Tier II and Tier III General Education Courses.

II. Assessment

A. Assessment of student learning and mastery of skills: is articulated in the "Graduate Assessment and Grading Policy" published in the Graduate Student Handbook.

Current student assessments include:

1. Entrance Requirements: GRE's, Transcripts, Writing/Research Sample/Portfolio/Performance; Recommendations; Statement of Purpose.

2. Quarterly evaluations of GTA performance by faculty team-teaching Interdisciplinary Seminars. (Written commentary are placed in the student's file).

3. Quarterly evaluations of GTA performance by individual faculty teaching Discipline Seminars. (Papers, Presentations, Examinations, Critiques, Group Projects.)

4. Comprehensive Examinations (written and oral) at completion of core requirements. (File copy of Questions for exams maintained).

5. ETS/Translation Examinations for scholarly tool proficiency in languages. (Two languages)

6. Three Music Theory Systems Examinations at the completion of each of three quarters work. (May count as one of the 2 languages referenced in #5.)

7. Dissertation Proposal. Reviewed and approved by all Graduate faculty.

8. Dissertation Defense. Committee comprised of School faculty and one CFA representative. (File copy of Questions for Oral Defense maintained.) (Regular review of chapters by committee members prior to approval to move to defend.)

9. Five Year Program Review: Student Assessment component.

10. Annual Program Review: Student Assessment component (on-going).

Faculty ensure that graduate students have the knowledge and skills needed in the following manner:

1. Individual advising with additional work recommended if GTA performance warrants.

2. Faculty adopt a Team Approach to Seminar design and grading. Interdisciplinary seminars address both content area and skills development through a variety of faculty designed seminar requirements. (See: 1, 2, above)

3. A first quarter required seminar designed to hone GTA analytic skills/teaching skills.

4. Faculty analysis of Alumni Survey results and CVs to assess professional activities and demands on Alumni by their employer/profession.

5. Faculty maintain currency in their disciplines to assure proficiency in current methods and issues.

6. Faculty encouragement of GTA participation in professional activities (organizations, conferences, journals). Provision of monies to support GTA professional activity.

Faculty assess the academic achievement of GTAs to ensure proficiency in needed skills and competencies by carefully monitoring the following:

1. GTA professional activity records, e.g., juried conference paper/journal articles, performances/exhibitions, etc.

2. Alumni CVs are solicited at five year intervals for analysis of professional placement and professional activities. Contact is maintained with alumni through phone calls, letters, E-mail and Alumni HomePage (1997-98.)

3. Study of available Institutional Research Data.

Data gathered from all the above assessments is:

1. Incorporated in the on-going faculty assessment of the programmatic goals and curriculum.

B. Dissertation in Progress: 1996-1997

[School Files] 10

C. Graduation Rates: 1992-93 1993-94 1994-95 1995-96

[Compendium] 5 4 10 5

D. Job Placements: 1992-93 1993-94 1994-95 1995-96

[OGSS/School Files] 4 4 9 4

E. Alumni Data Gathering

Assessment of graduate job placements and Alumni professional activity has been a component of the School since its foundation. Initially, informal contact was maintained. In 1990 a more formal method of obtaining Alumni information was initiated. Approximately, every five years, alumni are asked to submit current CVs. As a result of the 1995-96 Assessment, additional modifications were initiated. [See IV and V]

F. Alumni Careers Distribution

Higher Education

Professorial/

Administrative Positions

Artistic

Directors

National/International

Organizations

Professional

Artists

Arts Related

Business

Non Arts

Secondary

Education

1991-1997

* Based on 50% Alumni response to 1996-97 Survey

G. Over-all Alumni Placement

The School maintains records of Alumni job placements immediately following graduation and through periodic surveys of Alumni. (Response to the Institutional Research Alumni Surveys is significantly lower than the response to the School's surveys.) According to School records, the 30 year record of professional careers is distributed as follows:

Higher Education

Professorial/

Administrative

Positions

Artistic

Directors

National/

International

Organizations

Professional

Artists

Arts Related

Business

Non Arts

Secondary

Education

De-ceased

Retired

Contact

100

Total Alumni

H. Alumni Professional Activity

Assessment of the program's effectiveness is measured not only by successful job placement but also by the professional, scholarly, and creative activity of Alumni. Based on the 50% response to the School's 1996-97 Alumni Survey, the record of professional activity is as follows:

Books	Articles	Conference Presentations/Workshops	Exhibitions/ Performances	Grants	Reviews	Editorial	Society Officers	Awards	Consulting
9	116	100	338	42	58	6		40	9

1991-1997

I. GTA Professional Activity

Graduate Students enrolled in the Program are encouraged to be professionally active. Appendix II lists GTA professional activity. The first was included in the last Five Year Program Review. The second records current GTA professional activity. Most GTA activity occurs during their second and third year of residency. The significance of such activity is that CA doctoral students are successfully competing with established faculty at colleges and universities throughout the U.S. in the selection of their papers, research and artifacts for presentation/publication. The charts of Alumni and GTA professional activity indicate that Seminar papers and dissertations are being published.

In 1991 a fund was established (Third Century Campaign) to support GTA professional activity in the form of travel stipends of $200. Students must provide documentation of their activity prior to receiving the award. In addition, this fund had been earmarked as a priority for continued funding by the Assistant Dean for Development, but nothing was accomplished.

[See: Appendix I for the 1990-91 survey response.]

[See: Appendix III for titles of publications, exhibitions as reported in the 1996-97 survey.]

J. Accreditation

The School of Comparative Arts has been awarded "maturity status" by the NCAA. The most recent NCAA review re-affirmed that designation in 1992-93.

K. Graduate Weighted Student Credit Hours/FTE/Enrollments

1992-93 1993-94 1994-95 1995-96

7241.92/6873/26 8073.20/75.13/27 7423.00/69.93/28 6084.00/56.33/25

[Office of Institutional Research]

L. Visiting Scholar Program

Visiting Scholars (funded by COFA) are invited to campus quarterly in conjunction with the CA 891 Interdisciplinary Seminars. GTAs have the opportunity for individual appointments with the Visiting Scholar in addition to attendance at the seminar lecture/discussion. A major publication of the Visiting Scholar often provides the basis for the Seminar.

1994-95

1. Elizabeth Pastan, Ph.D., Professor, Art History Department, Emory University

1995-96

1. Eldon Van Liere, Ph.D., Professor, Department of Art History, Michigan State University

2. Giancarlo Maiorino, Ph.D., Professor, Director of Renaissance Studies, Indiana University, The Cornucopian Mind and the Baroque Unity of the Arts.

1996-97

1. Indra McEwen, Professor, Universite du Quebec a Montreal, Socrates' Ancestor: An Essay on Architectural Beginnings.

2. Michael Camille, Ph.D., Professor, University of Chicago, Gothic Art: Glorious Visions

M. Curriculum Assessment

Curricular assessment is an on-going activity based on student course evaluations and faculty assessment. The integration of the new Aesthetics requirement (CA 741, 742 743) is the current curricular project.

N. Institutional Research Data: Ph.D. Graduates' Results

Over-all statistics [p. 8] corroborate trends in employment found in the School's alumni surveys. The School's employment rate slightly exceeds the 91% overall employment rate of Ph.D. graduates reported. [p. 5]

III. Assessment

A. The School of Comparative Arts offers multiple sections of its Tier II courses to approximately 2500 students each academic year. These courses are taught by one faculty member (the GTA supervisor) and by 13-19 GTAs. To assure consistency among the multiple sections the School maintains:

1. A School Grading and Assessment Policy used in all sections of the Tier II courses that addresses skill development and levels of achievement.

2. A School Syllabus that specifies content and requirements designed to hone basic skills.

3. Required office hours designed to accommodate individual student's problems specifically related to course requirements and the individual's progress.

4. In-class evaluations of GTAs

The CA 117-118 (Introduction to the Fine Arts) Tier II courses are designed to provide students with an introductory knowledge of the fine arts media through:

1. Study and comprehension of the subjects, raw materials, forms and contents of each medium;

2. Development of basic perceptual and analytic skills utilizing the "Critical Method";

3. Active Learning, attendance at performances/exhibitions and writing exercises that develop analytic skills;

4. Collaboration, student group projects designed to reinforce analytic skills.

The Tier III courses are designed to build on the basic knowledge and perceptual and analytic skills developed in Tier II courses and to which is added:

1. the comprehension of interrelationships;

2. the ability to formulate syntheses.

Tier III courses emphasize: active learning through attendance at performances/exhibitions and writing assignments and collaboration on group projects.

B. Enrollment Data-WSCH/FTE/Enrollments: [Institutional Research]

1992-93 1993-94

Tier II 16,585.37/669.40/2656 18,363.06/737.20/2868

Tier III 3351.28/86.93/326 997.16/25.87/97

1994-95 1995-96

Tier II 14,111.70/574.00/2246 15,248.33/597.93/2337

Tier III 503.72/13.70/49 1994.32/51.73/194

Enrollment patterns are assessed quarterly and necessary adjustments are made in scheduling as classroom and instructor availability permit.

C. Course Evaluations: 1996-97

Tier II: CA 117 [See Appendix IV for the composite mean by item for Fall, 1996 and Winter, 1997 CA 117 courses and the Tier III courses.]

Quarterly course evaluations are provided for each GTA and faculty member. The GTA supervisor discusses evaluation results with each individual and provides guidance in addressing areas of weakness. The School Director and the School P&T Committee provide commentary to the faculty based on School and University College Tier III evaluations. [See: IV and V for modifications resulting from data analysis.]

Assessment of course content, textbooks and A-V materials result in periodic adjustments. Grade distribution patterns are monitored and discussed with the GTA, if necessary. (Institutional Research)

D. GTA: Teaching Seminar

A Teaching Seminar (CA 700-4 cr. hr.) for first quarter GTAs has been provided by the School since 1975. The seminar is designed to address: 1) lecture preparation/content; 2) audio-visual materials; 3) tests; 4) projects; 5) O.U. and School policy; and, 6) professional conduct. GTAs are assessed prior to assuming teaching responsibilities Winter Quarter. [See: IV for proposed changes based on assessment.]

E. Institutional Research Data

1. ACT-COMP: General Education Outcomes: 1981-95

Significant to the mission of the School was the finding that "OU seniors scored the highest in the COMP subscores using the arts (70th percentile rank.) Freshmen to senior learning gain was the highest in using the arts..." [1]

This finding suggests that the "Critical/Method Model" (Description Analyses, Interpretation and Judgement" which forms the basis of the CA Tier II courses is effective.

2. Survey of Alumni Report: 1985-1991

The "Competencies Needed and Developed" data [6], particularly "The Ability to Formulate Creative and Original Ideas and Solutions," the " Ability to Write Well" reinforce the CA Tier II and III course requirements.

IV. Improvements/Enhancements/Developments

Graduate

A. Alumni Data Gathering:

As a result of initiatives noted in the 1995-96 Assessment Report, the School instituted a Web-Site Home Page with an Alumni Component in 1997. This will facilitate the annual gathering and publicizing of Alumni professional activity. A form (Appendix V) is mailed to the Alumni twice per year, requesting information and permission to publish on the Home Page. An "Exit Interview Evaluation" Form has been developed for implementation on June,1997. (Appendix V) [See: V. A]

B. Graduate Enrollment

Analysis of the four year trend in graduate applications/enrollment indicates a downward trend. The 1995-96 Assessment Report noted the need to develop "computer capability for recruitment purposes." In addition to the creation of a Home Page (with computerized applications to be co-ordinated with OGSS,) the School expanded its advertizing in the Peterson's Guide to Graduate Schools to include both the "long description" and the "cross-disciplinary" categories. New brochures were printed and an updated mailing list utilized. Given the recent date of these initiatives, current applications have been only minimally increased. It is anticipated that more positive results will be noted in the applications for 1998-99. [See: V. B]

C. Visiting Scholar Program

Visiting Scholars to the CA 891 seminar and the incorporation of their publications in the Seminar syllabus has resulted in a more lively scholarly inquiry. It has provided an opportunity for faculty and GTAs to expand their intellectual viewpoints and facilitates research. The program will be continued and expanded. [See: V. C]

D. Curriculum Assessment

The School is engaged in an on-going project to closely integrate the three Aesthetic courses (CA 741, CA 742, CA 743) with the period arts' courses. Results will be reported in the 1997-98 Assessment Report.

Undergraduate

E. Student Evaluation of GTAs

Student evaluations of the GTAs in the undergraduate Tier II courses show a slight decline in comparison to past years. In addition, recent GTAs tend to slant the courses in the direction of their own interests and, therefore, the emphasis on skill development, particularly, critical analysis, is lessened. Given the highly positive alumni response to the arts component of the 1985-91 Institutional Research Report and the ACT-COMP General Education Outcomes: 1981-95, the faculty are proposing several modifications to the GTA Teaching Seminar and teaching assignments. (See: V. D)

V. Recommended Changes for the Future

Graduate

A. Alumni Data Gathering

Plans to expand the Alumni Home Page and develop an Alumni Newsletter are proposed for the 1997-98 academic year. An "Exit Interview/Evaluation at the time of degree conferral will be instituted in June, 1997 and results included in the 1997-98 Assessment Report.

B. Graduate Enrollment/Recruitment

The School must continue to explore avenues for recruitment of quality graduate students. Advertizing in all suitable media will continue to be a priority. In addition, measures to increase the visibility of the School must be explored and initiatives undertaken, as time permits. An immediate goal is to devote 1997-98 to planning an Interdisciplinary Conference for the 1999-2000 academic year. The School is attempting to invite Umberto Eco as keynote speaker at the Conference. (Co-ordination with other units and the Kennedy Lecture series will be arranged.)

C. Visiting Scholar Program

The Visiting Scholar Program will be expanded to 3-4 scholars per academic year. In addition, the length of one visit will be expanded to 3-4 days (instead of 2), as the scheduling/budget permits.

Undergraduate

D. GTA Professional Training/Teaching Assignments

A search is currently being conducted for the CA undergraduate faculty and GA supervisor position. Based on the assessment data discussed in III. B, it is an appropriate time to consider some modifications to the Teaching Seminar and the method of allocating Graduate Teaching Associateships. Discussion might include: 1) Competency Testing in all arts disciplines included in CA 117-118 at the completion of the Teaching Seminar; 2) One to two quarters of Teaching Assistant Status, prior to GTA status; 3) more frequent classroom evaluations of the GTAs; 4) development of a competency test/final exam for undergraduates enrolled in all sections of CA 117-118.

E. Development of Distance-Learning Technology for Tier II and Tier III Courses

Initial investigation of this component was designated in the 1995-96 Assessment Report. One faculty member has attended seminars and been granted access to an open account ($1000.00 limit) for the purposes of developing distance learning applications, e.g. WEB page for Tier III and one GTA was given a summer stipend to begin developing computer based instructional materials. This effort will be continued under the direction of the new faculty member (included in the "Position Description.")

F. Refinement of Writing Requirement in Tier II and III Courses

Implementation of specific suggestions provided in the report presented by Suellynn Duffey, Coordinator, Writing Across Campus.

G. Modification of Library-Funding Formula

This initiative was specified in the 1995-96 Assessment Report and was postponed until the 1997-98 academic year. Currently, the School is allocated a percentage of the Schools of Art and Music budgets. The CA program does not appear as a "line-item" in the Library's budget. This is an unacceptable arrangement for a doctoral program.

H. Curriculum Assessment

Whatever the result of the Academic Calendar Committee's recommendation, a major reassessment of the curriculum will be initiated in 1997-98.