Expanded Statement of Institutional Purpose s6

Florida International University: Student Learning Outcome Assessment 2010-2011 Academic Unit: College of Architecture + the Arts Page 1 Degree Program: Master of Science in Music Education Link to Unit’s Mission: The Master of Science in Music Education provides students with the advanced musical knowledge, and critical thinking, communication, technological, and creative skills necessary for an innovative, comprehensive musical education of the highest artistic and academic standards that further refines their teaching skills or prepares them for graduate work at the doctoral level.

Student Learning Outcome Assessment Methods Results (Stated in Measurable Terms) (Data summary and analysis) Knowledge Acquisition Standard: Students will demonstrate knowledge Students met expectations (45% of the time) or exceeded acquisition relevant to current music educational them (55% of the time). If there was one discernible Students must demonstrate contextual mastery over research in terms of history, theory, and curricular consistent criticism, it was that sources were not well music educational history, educational theory, curricular development specific to their particular research interests integrated into the whole. In particular, the literature development, and research. They must be able to in a Master’s Thesis. review section for the thesis was often plodding and not summarize and evaluate existing research. They must entirely relevant to the project at hand. demonstrate how they have applied this knowledge to their individual research program, for example, by Procedure: During their final semester, students present providing an intellectual history of the relevant traditions a Master’s Thesis. It is assessed by the student’s thesis and showing how the project is in dialogue with them. committee, consisting of at least three faculty members. Evaluators will assess the results using a three-point rubric: 1) needs improvement, 2) meets expectations, 3) exceeds expectations. Our criterion for success is that all students will meet or exceed expectations, i.e., achieve a 2 or 3 on the 3-point rubric. Upon completion, the assessment is submitted to the coordinator of the student’s area for review and discussion.

Use of Results for Improving Student Learning There will be a new faculty member teaching the graduate courses in music education next year. She will be made aware that students writing master’s theses need to handle their reviews of the existing literature more critically and elegantly.

Please submit questions and forms to: [email protected] For further information, visit the Institutional Effectiveness website: http://w3.fiu.edu/irdata/portal/inst_effectiveness.htm Florida International University: Student Learning Outcome Assessment 2010-2011 Academic Unit: College of Architecture + the Arts Page 2 Degree Program: Master of Science in Music Education Link to Unit’s Mission: The Master of Science in Music Education provides students with the advanced musical knowledge, and critical thinking, communication, technological, and creative skills necessary for an innovative, comprehensive musical education of the highest artistic and academic standards that further refines their teaching skills or prepares them for graduate work at the doctoral level.

Student Learning Outcome Assessment Methods Results (Stated in Measurable Terms) (Data summary and analysis) Communication Skills Standard: Students will demonstrate appropriately Last year, students met expectations but rarely exceeded advanced professional written communication skills in them. This year, students exceeded expectations 55% of Students must demonstrate a professional ability to the Master’s Thesis. It must synthesize and apply the time, met them 42% of the time, and did not meet communicate general and in-depth concepts derived information that provides contextual perspective with them 3% of the time. Considering that these were from original research, focusing on a theoretical, proper organization of material, mechanics and mainly public school teachers, it was surprising that one historical, and practical analysis in clear, persuasive, grammar, punctuation, use of sources, citation and of the weak components was often the oral presentation well-written English, following APA stylistic bibliographic format, quotation use, paper format, and at the thesis defense. Improvement continues to be conventions. The grammar, syntax, use of sources, and style. In addition, students will produce a power point warranted in handling stylistic conventions, integrating stylistic register must be appropriate for scholarly prose. presentation on their research as part of their public information into an overarching argument, and Students must demonstrate a solid grasp of higher-level defense. organizing beyond the paragraph level. All theses organization, focusing their prose around a central thesis. should have been more thoroughly copyedited before Students will be able not merely to cite sources, data, Procedure: During their final semester, students present being submitted to the Graduate Program Director. and other information correctly, but marshal or a Master’s Thesis. It is assessed by the student’s thesis effectively question them in support of an overarching committee, consisting of at least three faculty members. argument or thesis. The student will demonstrate fluency Evaluators will assess the results using a three-point in including statistical charts, tables, and other rubric: 1) needs improvement, 2) meets expectations, 3) formatting as needed to make discussion clearer and exceeds expectations. Our criterion for success is that all more persuasive. In the oral presentation, students will students will meet or exceed expectations, i.e., achieve a exhibit highly fluent, rhetorically effective delivery (few 2 or 3 on the 3-point rubric. Upon completion, the vocal fillers, pauses mainly for effect) with little reliance assessment is submitted to the coordinator of the on notes. student’s area for review and discussion.

Use of Results for Improving Student Learning Again, with only two theses from last year with which to compare the present results, it is difficult to drawn conclusions. The new hire in Music Education will certainly be encouraged to make writing a significant component of the prepatory coursework leading up to the thesis.

Student Learning Outcome Assessment Methods Results (Stated in Measurable Terms) (Data summary and analysis) Critical Thinking Skills Standard: Students will demonstrate appropriately Students mostly exceeded expectations (71% of the time) advanced critical thinking skills and coherent synthesis or met expectations. Students must demonstrate advanced ability to think in the Master’s Thesis, supporting assertions about critically about pedagogical practices in music education pedagogical practices with the analysis of both by analyzing both qualitative and quantitative data, to qualitative and quantitative data. using appropriate statistical methods, and to synthesize the results into coherent statements discussing the Procedure: During their final semester, students present implications for the profession and future research. a Master’s Thesis. It is assessed by the student’s thesis committee, consisting of at least three faculty members. Evaluators will assess the results using a three-point rubric: 1) needs improvement, 2) meets expectations, 3) exceeds expectations. Our criterion for success is that all students will meet or exceed expectations, i.e., achieve a 2 or 3 on the 3-point rubric. Upon completion, the assessment is submitted to the coordinator of the student’s area for review and discussion. Use of Results for Improving Student Learning There were 5 M.S., theses this year, as opposed to 2 last year. Those two also mainly exceeded expectations. Although it is a small program, the M.S. in music Education draws good students, mostly area public school teachers wanting more advanced credentials. There is not enough data right now to suggest how we might improve critical thinking in the thesis.

Student Learning Outcome Assessment Methods Results (Stated in Measurable Terms) (Data summary and analysis) Technological Skills Standard: Students are required to demonstrate mastery Students met or exceeded expectations in incorporating of technological categories associated with their multimedia as needed for their oral presentations. Students must demonstrate proficiency in music specialty in a public multimedia presentation of their technology including –– but not limited to –– electronic research as part of the thesis defense process. musical instruments; music notation software; music production; technology-assisted learning; multimedia; Procedure: During their final semester, students present and productivity tools, classroom and lab management. a Master’s Thesis and an oral defense, which includes The specific technologies involved will vary according the technological component. That component is to the student’s research and pedagogical interests, but in assessed by the student’s thesis committee, consisting of all cases, student will integrate multi-media examples of at least three faculty members. Evaluators will assess the professional quality in their public presentation. results using a three-point rubric: 1) needs improvement, 2) meets expectations, 3) exceeds expectations. Our criterion for success is that all students will meet or exceed expectations, i.e., achieve a 2 or 3 on the 3-point rubric. Upon completion, the assessment is submitted to the coordinator of the student’s area for review and discussion.

Use of Results for Improving Student Learning Not applicable at this time.

Student Learning Outcome Assessment Methods Results (Stated in Measurable Terms) (Data summary and analysis)

Creative Expression Standard: Students will demonstrate mastery over Students were evenly divided between meeting and interpretive aspects of music education research that exceeding exceeded expectation. They could better Students will demonstrate advanced ability to synthesize, result in the conception of original thought by producing clarify in some cases how their research departs from apply, and coalesce the music education research skills a Master’s Thesis. existing work and how they plan to disseminate their they have acquired in a Master’s Thesis. Students research. should demonstrate that they do not merely parrot Procedure: During their final semester, students present previous work but produce innovative projects that a Master’s Thesis. It is assessed by the student’s thesis respond with new solutions or interpretations to committee, consisting of at least three faculty members. problems or ideas articulated by people working in the Evaluators will assess the results using a three-point field. They should be able to demonstrate originality, rubric: 1) needs improvement, 2) meets expectations, 3) clarifying where, why, and how they depart from or exceeds expectations. Our criterion for success is that all build upon the contributions of other scholars. students will meet or exceed expectations, i.e., achieve a 2 or 3 on the 3-point rubric. Upon completion, the assessment is submitted to the coordinator of the student’s area for review and discussion.

Use of Results for Improving Student Learning Students should be encouraged to disseminate their work more, perhaps through conference presentations. Our new hire, who is very much research-oriented, will surely help in this.

Summarize use of results for continuous improvement of learning: The seven theses produced in the past two years were written by students who had been recruited by a faculty member who departed last year for another position. This year, a Visiting Assistant Professor advised the M.S. theses. A more permanent hire will replace her next year. For now, the main task is for the new hire to recruit new students. Any new strategies for improvement of learning will have to be implemented by thus new faculty member.

Please submit questions and forms to: [email protected] For further information, visit the Institutional Effectiveness website: http://w3.fiu.edu/irdata/portal/inst_effectiveness.htm