GENERAL TEMPLATE FOR PSR - Chaffey College PSR FA 15 final w-comments.pdfattributed to “no repeatability,” in that, representation of strong , dedicated, top -level students, who

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GENERAL TEMPLATE FOR PSR

PROGRAM OVERVIEW PAGE (ALL REVIEW TYPES): Program Title: Dance Program Code: 1008-DANCE Review Type: ☒ Instructional (programs that have curriculum) ☐ Administrative (programs that have no curriculum and do not provide direct

support to students (examples: dean’s offices, VP’s offices, M&O, Litho))

☐ Student Support (programs that provide direct student support (examples: counseling, A&R, success centers, library))

Programs may meet the criteria for more than one review type. Multiple review types can be selected. Complete pages that are applicable to the review type(s) selected. Does this review contain any career technical education (occupational) programs or does the program have an advisory committee? ☐ Yes ☒ No All career technical education programs or any other program that has an active advisory committee should choose yes. External Regulations? ☐ Yes ☒ No External regulations apply to areas with outside accrediting agencies. Chaffey College Mission Statement: Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission: The Chaffey College Dance program provides equal access to a two-year student-centered program of academic study and training in dance for students pursuing an Associate of Arts degree in Dance and/or transferring to a four-year university or other institution, as well as preparation for careers in the commercial dance field or related fields. Meeting the needs of Chaffey's diverse population, the wide-ranged curricula, providing a practical and theoretical dance foundation, offers professional technical training, choreographic inquiry and study, performance/production opportunities, and historical and cultural studies of dance. Through dance study, both technical and theoretical, students broaden their personal aesthetic, cultural, ethnic, and gender perspectives. The series of core courses and electives, including dance history and appreciation, ballet, modern, jazz, and tap techniques, ballroom dance forms, hip hop/commercial dance, as well as movement for the stage, provides foundational training and skills for further study of dance and preparation for careers in dance or dance-related fields. For students emphasizing choreography and/or performance, the program also provides artistic development and training through improvisational and compositional studies, and dance performance

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and repertory studies. The main stage dance concerts and musicals, informal performances, and technical coursework provide opportunities for students to experience the creative process as part of their course of study. Critical thinking, problem solving, and expressive communication competencies through dance study, and the conceptual and physical application of dance training enables the dance student to extend knowledge and skills to numerous subject areas and fields of study. These areas include teaching careers for those desiring to be instructors in public schools (K-12), private studios, health and fitness gyms and spas, special and adult education programs, day care centers, and recreation programs; performance-related careers in theatrical, television, and film production as performers and choreographers; dance administration, public relations, and arts council; dance therapy; dance critic, historian, and researcher; stage manager; events coordinator; and designer. Through the SLO process, student success has been tremendously supported and assessed; the successful outcomes from students participating/majoring in dance has translated to the thriving integration of dance into numerous fields of study and occupations. Many of our past dance students have obtained or are currently obtaining 4-year degrees in dance, education, interdisciplinary studies, arts, business, or any other area of academic study; and many are currently working as personal trainers, free-lance artists, dance/fitness instructors, online businesses, coaches, regional theatre choreographers, high school dance team choreographers, high school drill team/color guard instructors, photographers, etc. PROGRAM DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Enrollment Given the data, what changes can be identified in enrollment patterns? Identify and explain important trends and implications.

Total enrollments in 2012-13 showed a continuing decline from past PSR data, most likely from remnant cutback issues, and, for the first time, not drawing the same numbers of high school students entering a community college dance program. Even without the cutbacks, the enrollments decline slightly in 2013-14, but not significantly, and then there is a slight, steady decline going into 2014-15. This directly correlates with the “no repeatability” directive that, in effect, cut our enrollments by about a third—since students can’t enroll again after taking the course one time, even with a family of levels, our second, third, and fourth-level courses and production course are still experiencing low enrollments. In order to be prepared for 4-year university dance programs and/or commercial auditions, dance majors/non-majors need repeatability to get into these programs and/or to get jobs. If they can’t train, then some might get discouraged and abandon dance, or go elsewhere to have consistent training. The comparative low enrollments from previous years prove that “no repeatability” is detrimental to the dance major. There still is widespread interest in dance as a major and/or integrative study, and for technical dance training. Along with “no repeatability,” issues include, possibly, high school-college relationships with the CSU’s for CSU-bound seniors, and Education Plan/Completion contracts that redirect students from taking courses outside of major. Enrollments by ethnicity and gender within the Dance program generally reflect the same patterns of the college-wide data. The major difference is the very large female to male ratio of enrollment, which has always been shown with dance programs because of the predominately female draw to dance study and the dance profession. At the community college level, there is, and always has been, the persistence of the male stereotype in dance and carries a social

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stigma for many males, so they won’t enroll. As part of a new VIP goal, creating new general ed dance courses might draw more males and more general ed students overall. Also, we have recently made changes to the curriculum with regard to Carnegie hours/units as per Title 5. These changes affecting the courses have been put into effect this fall 2015, and may have a positive impact on enrollments, retention, and success. Addressing trends in day and evening class enrollments: Dance class time modules are consistently scheduled across day and evening in both Fall and Spring semesters. The scheduling has remained relatively the same in ’12-’13, ’13-’14, and ’14-’15, in other words, there were no more evening classes than day classes in ’14-’15. The drop in day enrollment and rise in evening enrollment from ’13-’14 to ’14-’15 is attributed only to an arbitrary pattern, not due to any heavy evening scheduling, shifting of instructors, nor any other issue. There still was an overall progressive decline with total enrollment. Retention Given the data, what changes can be identified in retention patterns? Identify and explain important trends and implications.

Retention rates increased slightly from 2012 to 2014, but decreased slightly in 2014-15. With regard to the data, either increasing or decreasing, program faculty continue to create close student/faculty bonds that encourage student retention, i.e. always in close communication with students who might be lacking in attendance or participation, mentoring students, promoting out-of-class interaction, etc. Also, through the SLO process, both full time and adjunct faculty continue to analyze assessment results of courses across the dance curriculum and have used the results to modify syllabi, CORs, and always adding new, updated and professionally current content and models as well as professional development. Retention rates across ethnicity/gender are consistent (although slightly lower than college-wide data); exceptions include lower retention rates for African- American students/other ethnicity/unknown gender. African-American retention rates have decreased since 2011-12. These patterns overall are possibly attributed to the difficulty of the dance courses in our curriculum (both lecture and studio), students who are underprepared, the stereotype that dance courses are an “easy A”, and also, students who take dance courses as electives and treat them as low priority courses, turnover of adjunct faculty, and also Education Plan/Completion contracts that obligate students to discontinue courses outside their major or required general ed. Retention rates of arranged hour dance courses reflect a much higher percentage since these are production classes made up of intermediate and advanced dance students, often degree majors, who are experienced, professional, and highly invested in the creative, rehearsal, and large public-venue performance process. Also, as stated previously, we have recently made changes to the curriculum with regard to Carnegie hours/units as per Title 5. These changes affecting the courses have been put into effect this fall 2015, and may have a positive impact on enrollments, retention, and success. Success Given the data, what changes can be identified in success patterns? Identify and explain important trends and implications.

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Success rates increased slightly from 2012-13 to 2013-14, then decreased again in 2014-15, showing similar pattern as in enrollment and retention overall in Dance. This is possibly attributed to “no repeatability,” in that, representation of strong, dedicated, top-level students, who would normally be counted in the percentages, are not allowed to enroll and finish with high levels of success. Success rates of Caucasian, Hispanic, unknown ethnicity and male groups show slightly higher rates than 2014-15 college-wide patterns. Female group shows about the same as college-wide success rates. Again, these groups are highly represented in dance in enrollment, retention, and success patterns (males who retain in dance courses tend to succeed). Also, Asian/other ethnicity groups/unknown gender show lower success rates in Dance than college-wide (Asian at about 16% lower), which is also revealed in enrollment and retention—perhaps a culturally-related issue. And the success rate for African-Americans has decreased slightly-- 11% lower than college-wide in 2014-15. This is worth investigating since African-American rates were 12% higher in Dance than college wide in 2011-12. Again, this might be attributed to the difficulty of the dance courses in our curriculum (both lecture and studio), students who are underprepared, the stereotype that dance courses are an “easy A”, and also, students who take dance courses as electives and treat them as low priority courses. Those students who complete dance courses continue to strive for success through rewarding, yet very physically and mentally demanding, course work. Implementing more “hope and mindset” strategies, especially out-of-class interaction with under-prepared and/or struggling students during the semester is needed. As stated previously, success rates are very high of arranged hour dance courses since these are made up of intermediate and advanced students, often degree majors, who are experienced, professional, and highly invested in the creative, rehearsal, and large public-venue performance process. Also, as stated previously, we have recently made changes to the curriculum with regard to Carnegie hours/units as per Title 5. These changes affecting the courses have been put into effect this fall 2015, and may have a positive impact on enrollments, retention, and success. For each of these questions, programs should review the data supplied and consider what the data shows about their program. What changes can be identified and what are possible reasons for those changes? How will the program address changes? DEGREE/CERTIFICATE DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? Are there any plans to make changes to this program? The number of degrees issued over the indicated years is a bit lower than what was expected. Most dance students declaring a dance major transfer to a four-year university to continue their dance study, without getting an AA. Many are declared “University Studies.” There are many dance students who are immersed in the dance program, but are declared majors in other areas such as humanities, education, broadcasting, business, hospitality, etc. who use

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dance as an integrative part of their major study. For example, a dance student recently graduated this past spring with a business degree; she has a projective plan to open a dance studio. Others are slower to finish their AA in Dance desiring to continue to gain technical, choreographic, and performance experience which delays their degrees. Also, in several cases, more experienced dance students begin teaching dance locally while still training at the college, and these students desire to extend their training time to continue to develop technically and artistically, which sometimes delays their degrees. There is also a possibility that some may not even realize that there is a Dance AA degree available; recently, a dance student informed me that a counselor did not realize that Chaffey had a dance degree, so counselors, as well as students, might not be aware. One dance student is under a Theatre degree major, and should be a designated Dance major degree. These are all areas to be investigated and rectified. Even though the Chaffey dance program has become a serious training facility and dance educational center for the district and greater Inland Empire area with an outstanding reputation of enhanced curriculum, professional and acclaimed faculty, expanded choreographic and performance opportunities, and overall attraction to a state-of-the-art facility, we are still experiencing lower numbers, and, therefore, not increasing degrees. We are not getting the draw from district high schools as expected even with the continual outreach workshops and high school relationships. This is part of a continued VIP goal. Programs should review the degree/certificate data and consider what the data shows about their program. Are there low numbers of degree/certificate earners? Why? If numbers have increased or decreased over time, what are possible reasons for that? If changes are planned, what are the changes addressing – updated curriculum, changes in labor markets, etc? STUDENT LEARNING OUTCOMES PAGE (INSTRUCTIONAL AND STUDENT SUPPORT REVIEWS): This is the opportunity for your area to discuss/review your program’s learning outcomes. If at any point in this process you need help contact the SLO Facilitator. Copy and paste your most recent program SLOs into this first box. Please number your SLOs. Outcome Statements

Dance Program Level SLO #1 Dance students will differentiate between dance as a theatrical art and social form throughout history through technical skills development in the studio and critical thinking development through dance historical and theoretical analysis.

Dance Program Level SLO #2 Dance students will develop and exhibit dance technical skills and styles within a wide spectrum of dance forms while applying embodied knowledge of the mechanical principles of physical movement in performance for an expressive, communicative purpose.

Dance Program Level SLO #3 Dance students will exhibit improved poise, self-confidence, strength, flexibility, coordination, body awareness and control, rhythmic awareness, as well as collaborative

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problem-solving and diversity awareness through technical skills, acquired style, and performance/choreographic skills. Where will you find your Program Learning Outcomes? INSTRUCTIONAL PROGRAMS: Find your program SLOs on the curriculum side of Curricunet at www.curricunet.com/chaffey; look down the left side of our Curricunet homepage and do a program search; once on the program page, look in the upper right portion of the screen for the “Program Checklist” and click on Program SLOs. Feel free to update your program SLOs at this time. Do not erase old program SLOs – keep them for historical purposes. Remember, we need 3-5 program SLOs per program and certificate. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via email mid-September. STUDENT SERVICES PROGRAMS: Find your program outcomes in one of several areas:

• from the Chaffey SLO page www.chaffey.edu/slo; click on tab for program evidence; locate your program alphabetically; look for the link to the 2009 PSR and click to open; OR

• From your 2010 PSR located on www.curricunet.com/chaffey_reviews; OR • That white three ring binder that might still be floating around; OR • Start anew and create fresh program learning outcomes. • Please remember, we need 3-5 program SLOs per program and certificate, or student

service. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via email mid-September. The second question asks you to make some conclusions about your program health based on evidence you have collected during learning outcome assessments. Take a minute to review all assessment data you have collected. How does your assessment evidence speak to your program health? With the Dance Program and Course SLOs in place, the dance department adheres to an on-going assessment calendar for program and course SLOs (see attached updated Chronological Assessment Plan), with a systematic method of data collection. As of spring 2015, 100% of courses in the dance program have “closed the loop” in their assessments at course level and aligned under Program SLOs. 15 courses were assessed for 2012-13, 10 courses for 2013-14, 12 for 2014-15, and 8 course slated for 2015-16. A variety of assessment tools have been used including pre and post tests, Word Clouds, embedded rubric assessments, questionnaires, and journals--methods which work well with both lecture and technique courses. Summaries of collected data have been inputted, as well as the use of results for 100% of courses on an established on-going 8-year calendar plan. These results have given new perspectives for pedagogical practices and classroom development for me, sole full-time faculty, and the adjunct dance faculty. The collected data has been invaluable for curriculum planning/COR modification; syllabi/course content restructuring and improvement; adding new materials, topics, content; VIP goal recruitment, and out-of-class faculty-student interaction, all of which

http://www.curricunet.com/chaffey

http://www.chaffey.edu/slo

http://www.curricunet.com/chaffey_reviews

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are how we as a department utilize the results to “close the loop.” 4 to 6 SLOs are assessed per semester, which has been manageable and effective. Dance students are knowledgeable of their involvement in the SLO process, and are given feedback as to the data results and use of results, and often are asked for their input as to these outcomes. The assessment evidence from the broad spectrum of classes and variety of assessment methods reveals 80% to 100% successful outcomes for each assessed SLO. Successful outcomes include quantitative results, as well as qualitative/affective results (see attached examples of successful assessments, data, and use of results). From our outstanding results, students are gaining skills in effective communication/expression, critical thinking and analysis, developing aesthetic perspectives, elevating creativity, awareness of ethical responsibilities, physical, mental, and social health, and overall personal growth. This attests to our inspiring, substantive courses within our healthy dance program. Dance course SLOs align effectively with Dance program SLOs because of these relationships: course content is embraced by overall Program SLO content. Each dance course emphasizes either critical thinking and theoretical analysis; creativity and expressive communication through the body; technical and choreographic skills and styles; performance skills; historical knowledge; and personal development, or combinations of these aspects within the discipline of dance arts. The Program SLOs represent the broader scope of these concepts and principles from which all courses and levels align. Program SLO assessment is by proxy--results from course SLO assessments attain the Program SLOs. Example 1: Dance 1 SLO#1 involved a pre and post test to measure how students identify and differentiate theatrical and social dance forms throughout history, which aligns with Program SLO#1 differentiating between dance as a theatrical art and social form through dance historical and theoretical analysis. Example 2: Dance 42 (Dance Production) SLO#2 was assessed with a student questionnaire with a 4-point rubric scale relating to the development and demonstration of professional-level standards through the audition, rehearsal, and performance process of a concert dance production, which aligns with Program SLO #2 to develop and exhibit dance technical skills and styles in performance for an expressive, communicative purpose. NOTE: new courses (Dance 40A, 40B, and 44) have been created and went into effect Fall 2015. These courses will be assessed this 2015-16 academic year. INSTRUCTIONAL PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Find your course level assessment and make inferences to what that evidence means regarding your program learning outcomes. Where do you find course SLO evidence?

• Course level SLO evidence is kept on the curriculum side of Curricunet (www.curricunet.com/chaffey); click on the pencil icon; select learning outcomes from the course checklist located in the upper right corner of that screen; OR

• You may keep some of your SLO course assessment in those white binders that might still be floating around

STUDENT SERVICES PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Make some inferences to what your assessment evidence means regarding your program learning outcomes. Where do you find your evidence?

http://www.curricunet.com/chaffey

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• That white three ring binder that may still be floating around was created as your main repository of evidence; OR

• Institutional Research has done a terrific job of analyzing and writing up much of the learning outcome activity which has occurred in student services. Please check their learning outcomes websites at http://www.chaffey.edu/research/slo_resources.htm

In addition to checking your specific assessment evidence, the following checklist is provided for both instructional and student services to help jump start your thoughts in terms of closing loops in relation to your program health. Check all that might apply and see if you can make any inferences regarding your program health: ☒ Modify your syllabus to spend more or less time covering a particular concept/topic ☒ Modify the Course Outline of Record for the course ☐ Modify the Course Outline of Record for the entire program of study ☐ Establish Pre-requisites or co-requisites ☐ Eliminate pre-requisites or co-requisites ☒ Add new material/topics/content ☐ Engage in professional reading in your field to check trends ☐ Engage in other professional development activities related to your teaching style ☐ Employ new technologies in your classroom ☐ Re-write your course SLOs ☐ Re-write your program SLOs ☐ Re-considered the effectiveness of your assessment tool ☐ Changed your assessment tool ☒ Sought student input into the SLO process ☐ Modified your program review ☐ Requested additional faculty or staff ☐ Requested technology ☐ Spent more time thinking and discussing “student success” with your colleagues ☒ Reviewed results and decided to assess in the same manner again ☐ Employed elements of Hope Theory ☐ Other The third questions asks you for your thoughts regarding any discoveries you may have made as a result of this assessment evidence and reflection in regards to a need for materials, equipment, staffing, more course/sections. This is where you begin to make your case for requests of resources. You will be requested to refer back to this box in the Visionary Improvement Plan section of PSR. Has any of your assessment evidence resulted in discovering a need for materials, staffing, more course/ sections? Please explain. At this time, no additional materials or staffing have been needed. From successful outcomes and overall high demand as a general ed course, the DANCE 1 course has shown a need to expand to more sections per semester. Instructional programs will be required to attach their Chronological Assessment Plan (CAP), Core Competency Matrix, and Curriculum Map. Student Support programs will be required to attach their Chronological Assessment Plan (CAP) and Core Competency Matrix.

http://www.chaffey.edu/research/slo_resources.htm

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CURRICULUM UPDATE PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Courses should be updated every six years; courses with dates in red have not been updated in the six year window. Use the data to answer the following questions: Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: The only course to be updated is Dance 420—Social Dance. Dance 4A, 4B, 6A, and 6B which are shown in “red” on the Curriculum data page have been deactivated, and the current active course replacements for these are Dance 7A, 7B, 8A, and 8B. Dance 420 is currently undergoing a Course Modification and will be implemented this fall 2015. If your discipline has no program of study: Why is there no program of study associated with these courses? What is the rationale for continuing these courses without a program of study? Not applicable.

What steps has your program taken to proactively respond to changing and emerging student and community needs? ☐ Advisory Committees ☐ Needs Assessments/Labor Market Studies ☒ Demographic Trends ☒ Develop New Courses/Programs ☒ Other Briefly explain: Even with the increased growth of dance as a major study and/or professional career goal, especially popularized by the media and television, the trend seems to be less high school matriculation to community colleges in dance and perhaps other areas as well. Gathering feedback from a few high school dance and art teachers in the Chaffey Unified High School District, I was informed that many of their students were taking advantage of CSU/Cal Poly relationships that offer incentives for the college-bound senior. In the last two years, there have been fewer high school recruits in the dance department. However, the Dance program courses and Dance Program AA have continued to be strategically updated to exemplify the creative and scholarly work required for these professional goals through our curricular offerings, even with less influx. Also, the dance program continues to vigorously promote and implement yearly high school outreaches for community partnerships and student recruitment with Los Osos and Ontario High Schools—with the fourth Los Osos outreach event and second Ontario event this year, which includes master-dance class workshop days for 40-60 high school dance students participating at each workshop at the Chaffey Rancho campus. I am also working with Etiwanda High School to set up a workshop date. These have been extremely successful, but haven’t necessarily brought in more students. Demographic trends and student feedback indicate the need for augmenting our current reputable, well-structured dance program with new courses, and continual curriculum updates. The development of two new general ed courses are in progress to be launched within the 2015-16 academic year: an Introduction to Dance course and a Pilates-based Conditioning for Dance

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course. These are intended to increase visibility of the department and attract more general ed students. The Introduction to Dance 3-unit course will requisition to be included in the Cal State University General Ed pattern (Arts and Humanities C1 Arts); IGETC pattern Area 3 Arts; University Studies Arts and Humanities AA degree major. A Choreography course is part of a future plan. With no repeatability for dance technique courses, I continue to monitor the trends to gauge student preparedness for a Dance degree and ability to audition for university dance programs. ADVISORY COMMITTEE INFORMATION PAGE (IF APPLICABLE TO YOUR PROGRAM): Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations. Not applicable.

Programs will need to send minutes of advisory committee meetings since the last program review with the template. Instructional programs will also need to include a needs assessment, which will be supplied by Institutional Research. EXTERNAL REGULATIONS PAGE (IF APPLICABLE TO YOUR PROGRAM): Programs will need to provide the following information (more than one external agency can be added within the same field if needed):

1. Name of external agency a. When agency last reviewed program b. What recommendations were made c. Were there any budgetary or institutional impacts from the recommendations d. Were the recommendations addressed; comment on status if needed e. When will the next review occur (if known)

Not applicable.

ADMINISTRATIVE PROGRAM INFORMATION PAGE (ADMINISTRATIVE PROGRAMS ONLY) How does your program improve, expand or support the operations of the college? How does the program evaluate its effectiveness? Not applicable.

Describe staff functions and services in relation to day-to-day activities.

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Not applicable.

STUDENT SUPPORT PAGES (STUDENT SUPPORT PROGRAMS ONLY) Please note not every student support area provides all of the services below. Complete what is applicable to your area. Access: How do the services you provide to students facilitate access to learning? How do the services introduce students to the college? Not applicable.

What service was provided? How many students received this service? Method of

Measurement 12-13 13-14 14-15 Not applicable. To add more rows to table above, use the Tab key. Support: How do the services you provide to students support student learning? How do the services support students while attending the college? Not applicable.


Measurement 12-13 13-14 14-15 Not applicable. To add more rows to table above, use the Tab key. Other: How do the services you provide to students promote transfer, completion, and/or future success? How do the services help students move on from the college? Not applicable.


Measurement 12-13 13-14 14-15 Not applicable.

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To add more rows to table above, use the Tab key. PROFESSIONAL DEVLEOPMENT PAGE (ALL REVIEWTYPES) List recent departmental professional development activities connected to student learning. Flex activities The Paradox of Honors activity Workshops/ courses taken Hope and Mindset: Changing Lives Conferences/ training Continued personal development in dance master classes, yoga training,

Pilates classes, and extensive cardio/weight training Other Programs should include flex activities, workshops, courses taken, conferences, trainings, or any other activities related to student learning or, for non-instructional areas, their department. Two years of information is sufficient and for faculty, only full-time faculty should be included. Discuss departmental engagement on campus in connection to student learning. Governance Committees Faculty Advisory Board to Student Government/ASCC; Honors Program

committee member representing Visual and Performing Arts Other college-related committees

Other campus participation Faculty Success Center facilitator; Center for the Arts Presents series; 2015 Career Expo; Chaffey College 130th Anniversary Open House; providing Master Class workshops with Broadway star, David Blake.

Programs should include all committee participation or any other campus activities related to student learning, or for non-instructional areas, their department. How does your program benefit from participation in these activities? How do the activities support student learning (or for non-instructional areas, your department)? How was information shared within the department? 1) The Hope and Mindset: Changing Lives workshop provided excellent information and guidance on how “hope” and “mindset” can dramatically impact student success in achieving their goals. Strategies that have been incorporated in dance classes have included framing expectations and activities around strategy, process, and effort; feedback in constructive/positive and specific ways; providing challenging work and providing coaching through the thinking process necessary to accomplish tasks; provide continued out-of-class study sessions, coaching sessions, and personal one-on-one student conferences. 2) The Paradox of Honors provided data that informed me, as a new committee member, on how to better serve dance students specifically and Visual and Performing Arts students in general. 3) On a continuing basis, every effort is made to improve my techniques and keep up with the physical demands of teaching and choreographing dance, especially as I age, by attending master dance classes, yoga classes, Pilates/reformer classes, and extensive cardio/weight training. For me to demonstrate, perform, and choreograph well is crucial as a physical model for the students’ understanding and knowledge, and their growth. 1) As a current committee member of the Faculty Advisory Board to Student Activities/ASCC promoting, judging, and awarding student scholarships; promoting student government, student clubs, and student-enrichment campus and off-campus activities representing the Dance department as part of Visual and

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Performing Arts. 2) As a facilitator for a student/faculty panel discussion in the Faculty Success Center on out-of-class faculty-student interaction as a predictor for student success and obstacles (spring 2014). From the 2012-13 Faculty Inquiry Team on Out-of-Class Student/Faculty Interaction, team members continue to promote this important area of student learning, development, and success for the campus community and professional development. Continuing this collaborative environment of inquiry greatly serves the dance department as well as the whole campus community. 3) Honors Committee member representing Visual and Performing Arts. As a new member, and representing VP Arts, I will be able to facilitate recruitment in dance as well as other VP Arts areas, which are underrepresented, and mentoring through contracts. 4) Yearly Fall Student Choreography Showcase as part of the Center for the Arts Presents series, attracting approximately 175 spectators performed at the CAA dance room promoting performing arts at Chaffey; Master class workshop with Broadway star, David Blake, providing opportunities for dance students to work with professional dancers/choreographers (spring 2013 and 2014); 2015 Career Expo with hosted tours to the dance room, dispersing dance program AA information, and student demonstration/performance; as part of integrative education and collaboration, the dance department presents lecture/demonstrations for campus-wide events (including Family Day at the Wig, Chaffey College 130th Anniversary Open House, spring 2015 International Student Luncheon) and campus classes. These are always great opportunities for student creative, educational, and personal development. Adjunct faculty participate and contribute in these activities as much as their professional, outside-of-Chaffey schedules allow.

Dance Prior Year Goals 1

VIP GOAL RESULTS TEMPLATE Three Year Goal: Establish major curriculum modifications that will involve unit changes, content, objectives, etc. so that these courses may articulate with CSU and UC, aiming to increase degrees. To which Educational Vision and/or Strategic Goal does this apply? a. Providing intrusive academic support in key areas b. Requiring students to define academic, occupational, and career goals c. Providing instruction in delivery modalities that foster completion d. Developing sustained engagement strategies b. Facilitating completion points 1. Student Success through Teaching and Learning Year One Steps to Success Work with CSU/UCs to begin to develop an articulation agreement and work with articulation officer to investigate the inclusion of ballet courses (and other courses as well) to be included in the CSU-GE pattern of courses. Year One Assessment Information/research gathered from the Year 1 investigative steps should guide the course modification steps. Year Two Steps to Success Modify ballet and other dance course curriculum to be in alignment with university dance programs, and establish an articulation agreement. Year Two Assessment With more dance courses included in the CSU-GE degree pattern, degrees should increase. Was this goal accomplished? Yes, goal accomplished in terms of completing major modifications and creation of new courses. The inclusion of dance courses, other than Dance 1, to the CSU-GE pattern of courses will not be realized since one-unit courses (all technique courses are one unit) do not qualify. Please explain:

Major modifications made to Ballet Technique and Modern technique family of courses, as well as the Dance Production series to align with university dance programs. These involved major content and objective revising and restructuring. Jazz Technique and Tap Technique families are in good shape; these will be scheduled for modifications within the next 2 years. All of these courses are in alignment for CSU/UC degree transferability as a dance major. One-unit dance technique courses do not qualify for the CSU-GE degree pattern because of their unit value, but


still investigating for Area E Lifelong Learning and Self-Development. Also, we have recently made changes to these courses with regard to Carnegie hours/units as per Title 5. These changes affecting these courses have been put into effect this fall 2015, and may have a positive impact on enrollments, retention, and success. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Results were used to enhance the AA degree in dance for transferability. Degrees did not increase, but most dance majors continue to transfer to 4-year, rather than obtain an AA. Goal will be reassessed to investigate Area E Lifelong Learning and Self-Development for inclusion of dance courses. Three Year Goal: Create curriculum changes in the family of Modern/Contemporary dance as a basis for technical and choreographic development by creating a family of levels—Modern dance 1A, 1B, 2A, and 2B (beginning, advanced beginning, intermediate, advanced)—and adding diverse faculty to support academic, career, and personal development, improve overall enrollment and retention rates, and increase majors. To which Educational Vision and/or Strategic Goal does this apply? a. Providing intrusive academic support in key areas b. Requiring students to define academic, occupational, and career goals c. Providing instruction in delivery modalities that foster completion d. Developing sustained engagement strategies b. Facilitating completion points c. Recognizing and honoring completions 1. Student Success through Teaching and Learning 2. Human Resources Planning and Professional Development Year One Steps to Success Modify existing Modern dance courses and create 2 new levels in this family of courses each with respective content, objectives, and course SLOs to address repeatability issue, support technical and choreographic development for majors/non majors, and ensure programmatic needs are met. Year One Assessment Curriculum process and approval. Year Two Steps to Success Engage new and stylistically diverse faculty and/or make adjustments of current faculty assignments to establish a range of modern/contemporary styles and methods within this family to continue to strengthen this family of courses for the students.


Year Two Assessment Data should reflect an increase in enrollments, retention, and increase in majors. Was this goal accomplished? Yes, goal was accomplished.

Please explain:

A family of courses was created for Modern/Contemporary dance technique—Modern dance 1A, 1B, 2A, and 2B (beginning, advanced beginning, intermediate, and advanced)—modifying existed 1A and 1B courses, and creating two new levels 2A and 2B with respective content, objectives and course SLOs. This addressed repeatability issues, supported technical and choreographic development for majors/non-majors, and ensured programmatic needs. Two new stylistically diverse faculty were added to bring in a range of modern/contemporary styles and methods to strengthen this family of courses and to support academic, career, and personal development. Even with these developments, enrollment and retention rates have diminished in the last 2 years directly related to “no repeatability.” However, the new levels have just been offered this fall 2015 semester, so need time to get a foothold to see any enrollment changes. Degrees earned decreased slightly within this last PSR period—most often, dance students transfer directly to 4-year university programs without an AA. Also, we have recently made changes to these courses with regard to Carnegie hours/units as per Title 5. These changes affecting these courses have been put into effect this fall 2015, and may have a positive impact on enrollments, retention, and success. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Results were used to address “no repeatability” issues and to see if enrollment increased. Need time to see how these courses resolve these obstacles, including increase in degrees.

Three Year Goal: Establish a wider-based District High School Outreach program involving an annual 2-day Chaffey Dance Workshop as well as a Master Class Workshop tour to district high schools with Chaffey dance faculty to meet needs of community and attract new students—especially males and Asian/other ethnicity. To which Educational Vision and/or Strategic Goal does this apply? a. Strengthening partnerships with high schools and employers b. Connecting students to necessary resources and pre-enrollment processes 7. Sustainability Year One Steps to Success


Network with 2 or 3 area high schools, i.e. Los Osos, Alta Loma, and Rancho Cucamonga High School, for example, to determine interest and collaboration with one or more schools for a 2-day Chaffey Dance Workshop involving beginning through advanced high school dancers, both boys and girls. (The goal would be to establish a yearly event). Year One Assessment After organizing an on-campus workshop, a survey will be distributed to participating high school dance instructors and their students to gather useful feedback in gauging the success/benefits of these types of events for establishing relationships and continued partnerships. This feedback provides a basis for implementing a Workshop Master Class tour for those high schools in Year 2. Year Two Steps to Success Establish and coordinate a small touring ensemble of advanced students and Chaffey dance faculty as guest artists to visit area high schools for master class instruction. This would be an opportunity for high school dance students to experience classes with Chaffey instructors, and lecture-demonstrations led by Chaffey faculty and Chaffey dancers as demonstrators. Year Two Assessment Gather feedback from participating high school instructors and their students as to the success/benefits of the tour; the interest in continuing these workshop tours; and students’ dance, college, and career goals, both males and females, while highlighting opportunities at Chaffey. Data should reflect growth in new student recruitment of all ethnic groups and both males and females in subsequent semesters. Was this goal accomplished? : Part of this goal was accomplished.

Please explain: My district-wide High School Outreach Program includes Los Osos High School and Ontario High School for workshops and master classes at the Chaffey Rancho campus on an annual basis for each school; I have recently established contact with Etiwanda High School for a 2016 Workshop/Master class event. These have been a tremendous success and the feedback has been extremely positive, thereby establishing an ongoing relationship and continued partnerships with these two high schools on a yearly basis. Establishing and coordinating a small touring ensemble has not been realized: firstly, advanced-student school and work schedules have conflicted with a manageable touring schedule, and secondly, the high schools have found it more convenient to bus in their students to the Chaffey campus. This VIP goal has been effective and very successful in meeting the needs of the community and highlighting the opportunities in the Chaffey Dance Program, as well as offering an enjoyable and invaluable experience to these high school students, however, in terms of new student recruitment whether female or male, or any ethnicity, the numbers have not reflected growth.


How were the results used? If the goal was not accomplished will your program reassess or change the goal? The results of this goal were used to determine the benefit of offering outreach opportunities, and to see if these outreach workshops reflected an increase of incoming freshmen into the dance program. Even with annual events for recruitment, numbers have not increased. This goal will be reassessed as a new VIP goal.

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VISIONARY IMPROVEMENT PLAN TEMPLATE (ALL REVIEW TYPES) Programs will list 1-3 program goals along with the steps and assessments necessary to reach those goals. Consider the future of the program. Where does the program want to be in three years? Goals should support the programs three year vision. What steps will the program take to reach the goal? How will the program know that the steps were successful? What assessments will be used to measure success? Remember that goals are not projected needs requests. Goals should discuss where the program wants to go, not the items needed to reach that goal. Steps and assessments should also not include budgetary requests. The projected needs section of the PSR is where all budgetary requests should be listed. Three Year Goal: Goal 1: Create two new General Education/high-demand dance courses to increase visibility of the dance department and attract a broader range of general education students for dance, thereby increasing dance department FTES’s/enrollments, retention, and dance majors. To which Institutional Goal(s) does this goal apply?*

☒ Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner.

☒ Objective 1: Increase the number of students who engage in academic support activities.

☒ Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion ☒ Objective 1: Broaden participation in the activities that encourage reflective teaching practices

☒ Institutional Goal 5: Chaffey College will decrease the achievement gap. ☒ Objective 2: Increase the number of underrepresented students’ participation in programs and support services.

Steps to Success – Year 1 Conceptualize, research, and develop content, objectives, and SLOs for an Introduction to Dance 3-unit lecture/lab course and a Pilates-based Conditioning for Dance 1 unit studio course to attract a wider-range of general education students. The goal for these entry-level courses is to show “high-demand” and increase numbers. Assessment – Year 1 Curriculum process and approval for these courses. Courses to begin Fall 2016.

Steps to Success – Year 2 Implement courses with expert faculty and observe trends of potential increased numbers, retention rates, and demographic of students. If these courses show high demand, then establish the “Introduction to Dance” course in the CSU-GE pattern of courses (Arts and Humanities C1 Arts) and IGETC pattern Area 3 Arts.

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Assessment – Year 2 Observe if there are increases in enrollment and retention and determine if these courses develop as “high demand.”

*refer to following pages for Institutional Goals; copy and paste goals and objectives that apply to your three year goal. Three Year Goal: Goal 2: Continue networking with district high schools for strengthening outreach programs and determine high school dance student goals for matriculation to Chaffey College dance program. This would continue to include annual Chaffey Dance Workshop events at Rancho campus for current partnerships with Los Osos High School and Ontario High School, as well as other area high schools to add to our partnerships; and also, a part of this overall outreach plan is to establish a Master Class Workshop tour to at least two area high-school campuses with Chaffey dance faculty, which was not realized within the last VIP goal period. To which Institutional Goal(s) does this goal apply?* ☒ Institutional Goal 4: Chaffey College will support the needs of the communities through meaningful

external relations, workforce development, outreach, partnerships, and linkages. ☒ Objective 1: Increase contact points with all of our K-12 partners. ☒ Objective 2: Create multiple entry points for educational partners, including K-12

and Adult Educational Programs. [Steps to Success – Year 1 Continue with annual outreach events with Los Osos and Ontario High Schools (Ontario is scheduled for October 24, 2015; Los Osos in summer 2016). Etiwanda High School has responded for an outreach workshop, so plans are to set up this workshop day within the 2015-16 academic year. Each of these workshops involves approximately 50 beginning through advanced high school dancers, both boys and girls, and would highlight opportunities in the Chaffey Dance Program. Also, I have been invited to attend the quarterly district high-school dance teacher meetings in Ontario to meet with and get to know the high school dance instructors to set up partnerships; I am fitting my schedule to attend at least one meeting this academic year, as well as attending the High School Dance Invitational in January/February 2016. ] Assessment – Year 1 For each workshop, a questionnaire/survey distributed to both the dance students and instructors to gather useful feedback to, not only gauge the success/benefits of the workshop, but also to survey students of their plans/goals after high school: how many are declaring dance majors, how many are planning on going directly to 4-year universities, how many are planning to go to community colleges, and how many might be considering Chaffey College. This feedback will provide useful data as to future or immediate plans/trends of college-bound high school students, and will inform us of why we might be experiencing less high-school influx. Steps to Success – Year 2 Establish and coordinate Master class workshops travelling to area high schools with Chaffey dance faculty as guest artists for master class instruction. This would offer another opportunity for high school dance students to experience classes with Chaffey instructors. Also, recruit a small touring ensemble of advanced Chaffey dancers to be a part of the workshops with Chaffey faculty as demonstrators, for lecture/demonstration presentations, and performances.

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Assessment – Year 2 Again, through written surveys, gather feedback from high school students and their instructors as to the response to the workshop/ lecture-demo/performance, and high-school students’ dance, college, career goals. Data would possibly provide answers as to why we have fewer incoming Chaffey College dance department freshmen from the area high schools. To which Institutional Goals does this goal apply?

☐ Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner.

☐ Objective 1: Increase the number of students who engage in academic support activities

☐ Objective 2: Decrease the time students take for goal completion ☐ Objective 3: Increase the Basic Skills Completion rate (state defined metric) among

students who identify transfer as their goal. ☐ Objective 4: Increase the number of award earners.

☐ Institutional Goal 2: Chaffey College will create, maintain, and support innovative and

effective learning environments that engage students toward success and completion ☐ Objective 1: Broaden participation in the activities that encourage reflective teaching

practices. ☐ Objective 2: Increase the amount of instructional and collaborative spaces at all

three campuses. ☐ Objective 3: Improve and expand the use of current technologies that facilitate student learning and success. ☐ Objective 4: Implement cost effective investments in current technologies and equipment that support the learning infrastructure. ☐ Objective 5: Create and maintain an effective online/electronic learning atmosphere (virtual environment). ☐ Objective 6: Improve and expand upon the security systems at all campuses.

☐ Institutional Goal 3: Chaffey College will provide an effective organizational structure and workforce through strategic hiring practices in which all employees are given the encouragement and resources needed to achieve excellence.

☐ Objective 1: Ensure that the District’s organizational structure matches the financial

and learning needs of the College. ☐ Objective 2: Develop strategic hiring plans and practices. ☐ Objective 3: Implement appropriate training orientation and professional

development for all employee groups. ☐ Objective 4: Expand recruitment efforts to achieve increased diversity among

applicants.

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☐ Institutional Goal 4: Chaffey College will support the needs of the communities through meaningful external relations, workforce development, outreach, partnerships, and linkages.

☐ Objective 1: Increase contact points with all of our K-12 partners. ☐ Objective 2: Create multiple entry points for educational partners, including K-12

and Adult Educational Programs. ☐ Objective 3: Increase and strengthen the relationships with all of our business

partners. ☐ Objective 4: Increase and strengthen the relationships with all of our government

partners. ☐ Objective 5: Increase and strengthen the relationships with all of our community

stakeholders. ☐ Institutional Goal 5: Chaffey College will decrease the achievement gap.

☐ Objective 1: Research key achievement gap indicators that affect student achievement and widely disseminate findings.

☐ Objective 2: Increase the number of underrepresented students’ participation in programs and support services.

☐ Objective 3: Conduct research to understand performance disparities and identify strategies to improve student success.

☐ Objective 4: Implement a consistent opportunity for culturally responsive strategies in college training and professional learning.

☐ Objective 5: Address financial assistance strategies for socioeconomically challenged students.

☐ Institutional Goal 6: Chaffey College will responsibly manage financial, physical,

technological, and environmental resources through effective planning, decision-making, and implementation.

☐ Objective 1: Develop and maintain effective practices of identifying and applying for

grants. ☐ Objective 2: Ensure that resources are allocated based on institutional planning. ☐ Objective 3: Improve the alignment of expenditures with revenue. ☐ Objective 4: Reduce the College’s carbon footprint.

REVIEW TEAM RESPONSE ADDENDUM

PROGRAM TITLE:

Dance

PROGRAM OVERVIEW

Review Team Initial Comments (due back to department no later than Oct. 30):

No changes required

Department Response (due back to review team no later than Nov. 13):

Review Team Final Comments:

Very well written.

PROGRAM DATA: ENROLLMENT, RETENTION, SUCCESS


Request for change: watch out for years. You have 2011-12 to 2012-13 in one section

and 2012 to 2014 in another section. Under the enrollment section you may want to

talk about the decline in day classes enrollment and the increase in the evening classes.


Review Team Final Comments and Rubric Score:

Changes made as per the committee’s recommendation.

3 = Data and trends are interpreted properly. Implications for the program are

included.

RUBRIC FOR PROGRAM DATA

PSR Review Teams: Assess whether or not the writers explained trends and implications. Use

the following DATA Rubric to evaluate their responses.

3 = Data and trends are interpreted properly. Implications for the program are included.

2 = Data and trends are interpreted properly, but implications for the program are not

included.

1 = Interpretation does not match the obvious trends. Revision required.

DEGREE / CERTIFICATE DATA


No changes required



Excellent explanation of data.

STUDENT LEARNING OUTCOMES

PSR Review Teams will not provide comments here – the Outcomes and Assessment Committee

will review this section and provide a rubric score on a separate Excel spreadsheet. The SLO

rubric score will be considered by the PSR team when determining the final PSR score.

CURRICULUM UPDATE


No changes required



Keep up the good work.

ADVISORY COMMITTEE INFORMATION


N/A



N/A

EXTERNAL REGULATIONS


N/A



N/A

ADMINISTRATIVE PROGRAM INFORMATION


N/A



N/A

STUDENT SUPPORT: ACCESS, SUPPORT, AND OTHER


N/A



N/A

PROFESSIONAL DEVELOPMENT


No changes required



We commend you for striving to maintain your professional growth.

VIP GOAL RESULTS


Just a suggestion: what are the chances of increasing the unit value for technique

courses like Dance 1? Is it possible to combine the courses?


See email at end of these comments.


Good job, it was just a suggestion. We were just considering if it was possible. Thank you

for the clarification.

VISIONARY IMPROVEMENT PLAN (VIP)


No change for Goal #1

Request for change Goal #2: make into two separate goals suggestion: continue

networking…

Goal #3: Implement a Master Class Workshop…

Avoid using words such as try or attempt.



Changes were made as per committee’s recommendations. It makes a stronger case.

3 = Goals are clear, specific, measurable, action-oriented, realistic, and time-

bound.

VIP GOALS RUBRIC

PSR Review Teams: Assess Visionary Improvement Goals with the following VIP Goals Rubric:

3 = Goals are clear, specific, measurable, action-oriented, realistic, and time- bound.

2 = Goals are clear but not fully developed.

1 = Goal(s), steps to success and/or assessment are unclear. One or more of the above

are not goals. Revision mandatory.

PROJECTED NEEDS: FACULTY


N/A



N/A

PROJECTED NEEDS: STAFF


N/A



N/A

PROJECTED NEEDS: OTHER


N/A



N/A

FINAL SUMMARY:



Overall well written review. Good source of information for future planning.

3 = The program contains excellent information and analysis to be useful for planning,

supporting and improving student achievement and SLO’s. The review contains clear,

measurable goals and resource requests.

FINAL SUMMARY RUBRIC

PSR Review Teams: Use the following Final Summary Rubric to evaluate your full program

review:

3 = The program contains excellent information and analysis to be useful for planning,

supporting and improving student achievement and SLO’s. The review contains clear,

measurable goals and resource requests.

2 = Parts of document unclear; revision suggested. See comments below. (The review team

will leave specific comments on the parts of the document that were not clear. Although

projected needs will be moved forward, it is strongly suggested that the program correct any

issues.)

1 = Parts of document unclear; mandatory revision required. See comments below. (The

review team will leave specific comments on the parts of the document that were not clear.

Projected needs will not be moved forward until all issues are corrected.)

0 = Document unclear. Mandatory revision required for projected needs to move forward.

Hello PSR readers for Dance! Thank you for your input! I have reviewed your comments and will address each: Program Data Page, Enrollment section: I have rewritten the enrollment section to reflect the changes you request. I have attached the revision. In terms of the years that are discussed, the enrollment section now balances with the retention and success sections. Each section, i.e. enrollment, retention, and success, refer to current PSR data years ’12-’13, ’13-’14, and ’14-’15. Enrollment section is now rewritten to 1) still reflect that I was citing past PSR data necessary to set the stage for current data analysis (now more generally), and 2) to eliminate the” 2011-12” year to balance the years in the retention and success sections. Also, I have addressed the point about the decline in day classes/increase in evening classes. VIP Goal Results: I don’t know if there was confusion reading my explanations, but Dance 1 is the ONLY dance course in the program that IS in the CSU-GE pattern of courses. Dance 1 is not a technique course, it is a 3-unit lecture course. My point was that the one-unit technique courses do not qualify for the general ed patterns. These one-unit courses, referred to as studio courses, have Carnegie unit values and time modules that cannot be changed to higher unit value as per state-mandated formulas. It’s a whole ball of wax to try to manipulate this either curriculum-wise or scheduling-wise at this time. And as far as combining some of these courses, i.e. family of courses like ballet, to make a 3-unit packet, I have spoken to Sean Stratton who alluded to me that there are too many stipulations required for these general ed patterns. So, no go. Visionary Improvement Plan: I have attached the revision for Goal #2. I have reworded this to show that the Master Class Workshops is not really a separate VIP goal, it is a strategic part of the overall VIP goal of High School Outreach and

partnerships. The master-class workshop tours to area high schools are one of the “steps to success.” Also, I have eliminated the words “try” and “attempt.” Let me know if you have any questions! Thank you! Michele

Documents

GENERAL TEMPLATE FOR PSR - Chaffey College PSR FA 15 final w-comments.pdfattributed to “no repeatability,” in that, representation of strong , dedicated, top -level students, who