Music Department
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Instructional Programs 2017-2018 Self-Study Three-Year Program Review Template Music Department Fine Arts Division 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 Bruce Babad Aram Barsamian Nicola Bertoni Markus Burger Mario Gonzalez Dr. Joseph Jewell Arian Khaefi Dr. Monica Lee Jim Linahon Dr. David Lopez Dr. Anthony Mazzaferro Dr. Bruce Miller Dr. Katharin Rundus Michael Scott Jamie Shew Jeremy Siskind Chad Willis Dr. Gregory Woll Form Revision by Program Review Committee – Approved September 14, 2017 Page 1 of 52 Authorization After the document is complete, it must be signed by the Principal Author, the Department Coordinator, and the Dean prior to submission to the Program Review Committee. Anthony Mazzaferro Printed name of Principal Author Signature Title Date Anthony Mazzaferro Printed name of Department Coordinator Signature Title Date John Tebay Printed name of Dean Signature Title Date Form Revision by Program Review Committee – Approved September 14, 2017 Page 2 of 52 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 Mission, Vision, Core Values and Goals. Summarize how your program supports each area. Mission: The Music Department faculty at Fullerton College considers the first two years of college to be the most important. It is during that time that students establish work habits, values, and attitudes that continue for a lifetime. To aid in the positive development of the whole person, it is the mission of the Fullerton College Music Faculty and curriculum to pursue the following goals: Vision: The Music Department utilizes a wide variety and diversity of music, both in performance and in General Education classes, in order to reach all students in our program. Core Values: Community: To offer a comprehensive musical education curriculum that provides knowledge and understanding of all musical forms and styles. Students should be able to recognize the importance of music to their society and enable them to have a more informed worldview. Students will participate in community events and performances that promote social awareness of the importance of music and art in society. This goal coincides with college goal of improving student learning and achievement and the college goal of strengthening connections with the community. Diversity: To recognize music as a multi-cultural and multi-national art, which through its performance, fosters a respect for the diversity of all peoples, beliefs, and expressions. This goal coincides with the college goal of r educing the achievement gap by providing a multicultural approach to learning, which will increase interest and understanding of various cultures found in society. Equity: The Music Department is committed to being fair and impartial in dealing with all students, both personally and academically. All of our General Education classes are “point-based” in grading, so any bias towards, or against, a student is eliminated. Excellence: The Music Department continues to have high standards of Excellence and has achieved a local and national reputation for the arts and our commitment to the art of music. Growth: The curriculum of the Music Department is sequenced in order to allow students to continue to develop their skill sets prior to transfer. Inclusivity: The Music Department is continuing to find new ways to broaden our curricular offerings in order to reach a wider segment of the student population at Fullerton College. Innovation: The Music Department is constantly re-evaluating the technology available for the teaching and learning of music. Integrity: The Music Department sets the highest standards for our faculty in dealing with student, faculty, and staff. Partnership: The Music Department continues to have ongoing relationships with Music Industry leaders throughout Southern California. Respect: The Music Department is committed to treating everyone with dignity and respect. Form Revision by Program Review Committee – Approved September 14, 2017 Page 3 of 52 Responsibility: The Music Department is committed to training students to be responsible members of the Music Community and to accept responsibility for their actions. College Goals: Goal # 1: Student Success The Music Department remains committed to improving student success through a variety of methods. Allowing students to utilize “open book-open note” options for General Education classes, Study Guides for each unit of study, and increasing the number of music tutors have all helped students become more successful in our classes. Faculty meet regularly with students throughout the semester in order to assess their progress in a class and to encourage them in their studies. Goal# 2: Achievement Gap To recognize music as a multi-cultural and multi-national art, which through its performance, fosters a respect for the diversity of all peoples, beliefs, and expressions. This goal coincides with the college goal of reducing the achievement gap by providing a multicultural approach to learning, which will increase interest and understanding of various cultures found in society supports this goal. Goal# 3: Connections with the Community To offer a comprehensive musical education curriculum that provides knowledge and understanding of all musical forms and styles. Students should be able to recognize the importance of music to their society and enable them to have a more informed worldview. Students will participate in community events and performances that promote social awareness of the importance of music and art in society. This goal coincides with college goal of improving student learning and achievement and the college goal of strengthening connections with the community directly addresses this College Goal. 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 Appendix.) KPI Findings Enrollment 2012-2013: 9,558 annually 2013-2014: 9,056 annually 2014-2015: 8,537 annually 2015-2016: 8,511 annually 2016-2017: 8,694 annually 9% drop over last five years This represents a 9% drop in enrollment over the five-year period. This can be attributed to the a deliberate slowdown in summer offerings due to budget cuts and a smaller reduction to the fall and spring offerings, which do not show this 9% decline. We are on the upswing from 2012 until now as we recover from budget cuts and are adding more sections. Based on enrollment Music is still the third largest program on campus, following Form Revision by Program Review Committee – Approved September 14, 2017 Page 4 of 52 English and Math. Total FTES 2012-2013: 1,091 annually 2013-2014: 992 annually 2014-2015: 847 annually 2015-2016: 876 annually 2016-2017: 809 annually 19% drop over last five years The largest reason for this drop is the Music Department’s loss of arranged hours. We no longer receive apportionment for lab hours associated with music listening music practice and most ensemble activities. This has had a crippling effect upon the FTES production in Music. The revamping of the repeatability of courses has also dramatically and negatively impacted FTES. Despite these setbacks, Music remains the fourth healthiest department on campus based upon FTES, following English, Math, and Art. Sections 2009-2010: 313 annually 2010-2011: 293 annually 2011-2012: 282 annually 2012-2013: 301 annually 2013-2014: 341 annually 9% increase over last five years The largest part of this increase occurred in the past two years as the State budget has become more robust, and the new Music courses created in response to new state guidelines on course repeatability take effect. During the middle of this period, the greatest cuts were to our summer schedule. FTEF 2012-2013: 103% annually 2013-2014: 105% annually 2014-2015: 108% annually 2015-2016: 93% annually 2016-2017: 84% annually 19% decline over last five years During the period 2012-2015, we had very high fill rates, because we were offering far fewer sections but accepting many more students into those sections. This is attributed to State budget cuts. In 2015-2016, we offered 40 more sections, but they did not fill as well. In recovering from budget cuts, we are striving to establish the optimum number of sections to maintain optimum fill rate as part of the Music enrollment management planning. Fill Rate 2012-2013: 103% annually Form Revision by Program Review Committee – Approved September 14, 2017 Page 5 of 52 2013-2014: 105% annually 2014-2015: 108% annually 2015-2016: 93% annually 2016-2017: 84% annually 19% decline over last five years During the period 2012-2015, we had very high fill rates, because we were offering far fewer sections but accepting many more students into those sections. This is attributed to State budget cuts. In 2015-2016, we offered 40 more sections, but they did not fill as well. In recovering from budget cuts, we are striving to establish the optimum number of sections to maintain optimum fill rate as part of the Music enrollment management planning. WSCH/FTEF 2012-2013: 709 annually 2013-2014: 684 annually 2014-2015: 693 annually 2015-2016: 714 annually 2016-2017: 615 annually 14% decline over last five years This 14% decline is due to loss of apportionment tied to new state guidelines on arranged hours and new state guidelines on course repeatability. Despite this decline, Music remains a profitable program, as the target break-even point is 525. Retention MUSIC DEPT. FC campus-wide State-wide 2012-2013: 86% annually 82.26% 84.71% 2013-2014: 88% annually 82.03% 84.81% 2014-2015: 89% annually 83.32% 85.17% 2015-2016: 88% annually 83.96% 86.46% 2016-2017: 87% annually 82.51% 86.35% Retention has remained consistent throughout this period.