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ANNUAL INSTRUCTIONAL UNIT PLAN
UNIT: Performing Arts, DancePlease give the full title of the discipline or department.
You may submit as a discipline or department, as is easiest for your unit.
CONTACT PERSON: Mark Haines
Due: May 23, 2014Please send an electronic copy to:
Interim Vice President, Academic AffairsDr. Susan Mills at [email protected]
and send an electronic copy to your divisional dean.
Form Last Revised: April 7, 2014
Web Resources: http://www.rcc.edu/about/academic-affairs/Pages/admin_unitplans.aspx
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Instructional Unit Plan
Please retain this information for your discipline’s/department’s use (or forward to your chair). A database will be created and distributed to the relevant councils and committees as requested.
The Unit Plan is conducted by each unit at the college and consists of an analysis of changes within the unit as well as significant new resource needs for staff, resources, facilities, and equipment. It should be submitted or renewed every year by mid May in anticipation of budget planning for the fiscal year, which begins July 1 of the following calendar year.
Data sets are available on the Program Review website. Please consult with your Department Chair or Myung Koh [email protected] for assistance interpreting the data relevant to your discipline. Also, review the course retention and success data provided at http://www.rccdistrict.net/rcc-IE/accreditation2/self_study_2014/Data/Forms/AllItems.aspx The data are disaggregated by gender, ethnicity, age, socioeconomic status, and delivery method (hybrid, online, face-to-face). Within these categories, course data are further disaggregated by transfer, CTE, and developmental categories. Note that you are only required to mention data relevant to your analysis or requests. Please utilize these data or data collected by your discipline to assess your goals and as rationale for resource requests.
The questions on the subsequent pages are intended to assist you in planning for your unit. The forms that follow are separated into pages for ease of distribution to relevant offices, councils and committees. Don’t let formatting concerns slow you down. If you have difficulty with formatting, the Administrative Support Center can adjust the document for you. Simply add responses to those questions that apply and forward the document to the Administrative Support Center with a request to format it appropriately.
If you cannot identify in which category your request belongs or if you have general funding request questions, please contact Business Services at 951-222-8307. Within each resource request form, a recommended contact person is listed to assist you with estimating the cost of your requests. It is vital to include cost estimates in your request forms. Please cite the source for the cost estimates and indicate if the costs are one-time or recurring. If the costs are recurring, provide cost of a service contract and length of time needed. Also, please indicate if grant funds have been sought and denied. FAILURE TO PROVIDE COST ESTIMATES MAY RESULT IN YOUR REQUEST NOT BEING CONSIDERED. Please see Unit Plan Rubric for the prioritization criteria. TO ACHIEVE MAXIMUM POINTS WRITE YOUR RATIONALES BASED ON THE RUBRIC CRITERIA. IF CRITERIA ARE NOT ADDRESSED IT WILL BE GIVEN ZERO POINTS.
The college mission is available on the RCC home page, and the goals and strategies are available at http://www.rcc.edu/about/president/strategic-planning/Documents/Strategic-Planning-Document/RCCStrategicPlan200914100510_001.pdf.
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Instructional Unit Plan Update
A. Trends and Relevant Data
1. What is your unit’s mission statement?
The mission statement of the Performing Arts Department at Riverside City College is to provide students the means to accomplish their goals in the performing arts with an educational program that prepares them to contribute as artists, educators, audience and supporters of the arts. At the heart of the department are outstanding arts experiences, superior teaching, and access to valuable aesthetic learning in dance, music and theatre.
RCC Performing Arts Department Mission Statement 2009
The mission of the Dance Discipline at Riverside City College is to provide a comprehensive program of dance appreciation and criticism, body awareness and technique, performance, choreography and repertory to serve the dance transfer student. The Dance Program also aids in providing a rich, diverse and valuable Arts experience for the Riverside community as well as enhancing the academic experience of the general student body. The Performing Arts mission statement - as well as the philosophies of the Dance Discipline - help to guide students in an understanding of the art of dance, as well as the intrinsic creative and expressive forces found within the performing arts through
• the depth of curriculum;• college-supported artistic events, such as performance ensembles, faculty and student concerts; and• experienced teaching, hands-on mentoring and direction.
2. Has there been any change in the status of your unit? (if not, skip to #3)
a. Has your unit shifted departments? Nob. Have any new certificates or programs been created by your unit?
The 17-unit, local, Pilates Certification Program has been finalized and is officially in the Riverside City College Catalog.
c. Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science courses.
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Because the Pilates Certification is housed under the Dance Program, Dance will need to increase the amount of Units offered each semester in order to meet the demands of the Pilates Certification – especially with the new and required, 3-unit lecture courses DAN 12 “Kinesiology for Pilates/Dance” and DAN 13 “Pilates
Methodology”. As the Riverside City College School for the Arts continues to take shape in concept and structure , it
should be noted that a new dance studio has been designated for the Dance Program and thusly, we will want and need to increase our offerings as a discipline in order to stay current with ever-changing dance/movement genres and techniques required by transfer students and pre-professional dancers.
3. How have environmental demographics and external factors affected your discipline’s enrollment? If there have been significant changes, please indicate those changes. If there are no significant changes in your unit’s opinion, indicate “None” and skip to question #4.
A change in an external factor has had a detrimental effect on the Dance Program at Riverside City College and has compromised the Program’s ability to offer a comprehensive array of courses that support and are required for the Dance Transfer Major. Unlike other performing arts disciplines, i.e. Music and Theater, the Dance discipline is not wholly funded by the Riverside City College general fund. Prior to 1994-95, Dance was located in a department with Physical Education, and the corresponding budget lines did not include production-related costs. ASRCC Budget Hearings and subsequent monetary support became the main vehicle by which RCC Dance (first as a Club, later as an Organization) requested and received monetary support. This source of monetary support continued as Dance was relocated within the Performing Arts Department.Due to the transition to 3 independent colleges, ASRCC funding has decreased significantly and as a result, the Dance Program has experienced a 70% cut in funding (Dance’s ASRCC allotment from 2006-08 was $20,000 - this year’s funding was cut to $6000.) Although the Dance faculty search for creative ways to work with the reduced budget and seek alternative sources of funding, the following Courses and their corresponding Student Learning Objectives are in jeopardy of being cancelled unless an infusion of funding from the College is made which will address the lost ASRCC funding. The following courses have always been sequenced and scheduled in a manner to ensure students can take these courses in a timely manner, but without adequate funding this would not be possible.
DANCE D9 Concert Dance Ensemble•Identify and demonstrate proficiency in the area of performance technique •Examine and interpret choreographic material in depth as preparation for performance •Develop criteria for self-evaluation during the rehearsal process and post-performance
DANCE D10 Dance Performance• Perform concert repertoire
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• Demonstrate further understanding of dance as a performing art • Plan the production aspects of a concert, including costumes, lighting, make-up, sets, make-up and publicity
DANCE D11 Rehearsal and Performance• Design dance lecture-demonstration and master classes for school age children
DANCE D13 Modern Dance Repertory • Demonstrate proficiency in the given choreographic material and the inherent style within the modern dance genre
while working collaboratively with others during the rehearsal and performance process• Analyze the creative process of making a dance as applied to the modern dance genre • Understand and appreciate the historical and cultural contexts of modern dance choreography in the application of
the performing art of modern dance
DANCE D14 Jazz Dance Repertory • Demonstrate proficiency in the given choreographic material and the inherent style within the jazz dance genre
while working collaboratively with others during the rehearsal and performance process • Analyze the creative process of making a dance as applied to the jazz dance genre • Understand and appreciate the historical and cultural contexts of jazz dance choreography in the application of the
performing art of jazz dance
DANCE D15 Ballet Repertory • Demonstrate proficiency in the given choreographic material and the inherent style within the genre of ballet while
working collaboratively with others during the rehearsal and performance process • Analyze the creative process of making a dance as applied to genre of ballet • Understand and appreciate the historical and cultural contexts of ballet choreography in the application of the
performing art of ballet
DANCE D17 Ethnic Dance Repertory • Demonstrate proficiency in the given choreographic material and the inherent style within the various genres of
ethnic dance while working collaboratively with others during the rehearsal and performance process • Analyze the creative process of making a dance as applied to the various genres of ethnic dance• Understand and appreciate the historical and cultural contexts of various ethnic dance choreography in the
application of the performing art of ethnic dance
DANCE D18 Dance Performance Production• Recognize and define an understanding of Performance Production elements as they relate to a dance performance
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• Demonstrate and apply Performance Production elements in relation to their own choreographic work and the choreographic work of others
• Revise and select appropriate aspects of choreographic design withelements of theatre production during the rehearsal process
• Evaluate selected aspects of choreographic design integrated withthe elements of theatre production after public studio or stageperformance in their own choreographic projects and in the works ofothers
In conclusion, the Dance discipline is facing the challenging situation of curtailing the offering of courses that prepare and develop students as artists. All of the above courses are among our central offerings of eligible courses for students wishing to earn the Associate Degree in Fine and Applied Arts at RCC and the Associate Degree in Humanities, Philosophy and Arts must choose from in order to complete 18 units of study. The courses would also form a central part of our offerings if and when we are able to offer An Associate Degree in Dance, which we are actively pursuing. Equally important, the courses are an integral component of the coursework for the Dance Transfer Major. If Dance is not able to offer these courses due to significantly reduced funding, RCC Dance students will not have the experience and skills needed to successfully transfer to a 4-year institution. All of the threatened courses are transferable both to UC and to CSU institutions. Furthermore, they are essential elements in preparing students for success in the auditions for admission to the Dance Major at both UC and CSU institutions. Finally, they are integral to the task of carrying out the missions, as stated in the mission statement above, of both the Performing Arts Department at RCC as a whole, and of the Dance Program at RCC. Consequently, substantially all dance students, including all dance transfer students, would be negatively impacted by the inability of the Program to continue to offer these popular courses; the Dance Program’s mission to provide a rich, diverse and valuable Arts experience for the Riverside community would also obviously be severely compromised.Both Music and Theatre are examples of performing arts programs that have College general fund budget line items that fund their productions and festivals. It seems logical that Dance should be funded in a similar manner which would solidify the existence of dance concerts, events, and ensembles that are tied directly to curriculum and course offerings.
The below statement is from the CSULB catalogue and further strengthens our need to have a fully funded Dance Program with the appropriate Performance-based classes. Please note the highlighted area.
(The CSULB Department of Dance is an accredited institutional member of the National Association of Schools of Dance. Due to accreditation standards, and the conservatory nature of the technique sequences, dance major-specific technique courses in ballet and modern dance are labeled I, II, III, and IV, with Level I being the standard starting point of study for entering freshman. These courses follow three levels of training labeled Introduction, Beginning, and
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Intermediate not intended for dance major progression. In order to graduate within CSULB unit allowances, transfer students must enter into the Department at the II level in either ballet or modern dance (preferably in both techniques) and no lower than the I level. Necessary preparation for study at this detailed, highly competent level is daily work at the advanced level at community colleges or dance conservatories or studios for at least two years prior to transfer. Additionally, courses and/or experiences in dance performance are a necessity for successful preparation to transfer into the Department of Dance. At the audition, transfer students must also present a dance solo, 2-3 minutes in length, demonstrating dance technique, artistry and projection, and choreographic ability. This solo must be choreographed by the student, and may be in any genre of dance that can demonstrate the necessary qualities. Solos should have a title, and exist in a structure with a beginning, middle, and end. Solo music should preferably be on an iPod or mp3 player, or burned onto a CD. Students may not wear costumes during solo presentations, but may change into different dance clothing following the technique portion of the audition. Solo time slots will be scheduled at audition registration in 5-minute segments.)
4. In reviewing your unit’s enrollment data, does your unit have plans to improve any aspects of enrollment management (ex: persistence, scheduling patterns, etc.)? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource request sections.
Because a majority the Dance Program offerings are housed in a single building specifically suited for the teaching of dance technique (HG102), we have no way of growing our Program without a second studio
space. With that in mind, we continue to manage our limited course offerings to benefit the Dance Transfer/General Education students in a timely and efficient manner.
Although enrollment data was not available at the time of this report, I feel safe to say that our enrollment numbers are up from Fall ’12. Not only have we been able to reinstate our 2 largest enrolled classes (Hip
Hop Dance and Social Dance), as a discipline we are making an effort to offer larger Beginning level courses while still offering smaller, higher-leveled technique courses for the students preparing to transfer to a 4-year Institution. In addition, we have started offering more Dance Appreciation (D6, IGETC) courses to our offerings including sections being taught in the Digital Library Auditorium, which increases our enrollment numbers. We have also written an honors version of the Dance Appreciation course which is tentatively set to be offered in Spring ’15.
Although we anticipate more dramatic changes to our class offerings once the Dance discipline is afforded another space for dance, currently, we feel there is no need for Dance to change any aspects of our enrollment management. We have found that by keeping core transferable classes (Int/Adv Jazz Technique, Ballet
Technique, Modern Technique, Choreography, etc.) at the same respective times each semester, our students can better plan their educational goals around the Dance classes they need in order to transfer to a 4-year institution. Due
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to the fact that we exist in one space (and dance technique is a space-driven technique), we can not change the day and time for one (1) class without effecting the entire schedule.
5. Please report on the progress made on any of your 2013-2014 unit goals, including any goals/strategies to improve student achievement that were included in your Comprehensive Institutional Program Review (CIPR) Targets Addendum.
Our biggest goal as a Department was successfully met with the Pilates Certification becoming official in the Spring’14 and now offered in the Riverside City College Course Catalog.
6. Please indicate your 2014-15 unit goals and/or strategies. You may insert relevant information from your CIPR Targets Addendum and/or your CIPR. Please include the needed support on the resource request forms along with the supporting rationale.
a. In the Comprehensive Instructional Program Review (CIPR) Targets Addendum, your discipline developed strategies to improve or maintain students’ levels of achievement in course retention, course success, persistence, and program completion. What goals and/or strategies has your discipline set to improve student achievement for the academic year 2014-15?
The Dance Program continues to show ongoing improvement in our Success and Retention rates. Since Fall ’12 we have increased our Retention rates from 87.8 to 89.1 and increased our Success rates from 79.6 to
81.7, our highest ratings thus far. This could not have been achieved without the immense dedication and commitment demonstrated by the Dance Faculty – both Full-time and Associate faculty. Because the Dance Program is small, we have the unique opportunity to be “close-knit” as a Discipline, and as a result, the Dance Faculty regularly convene (both professionally and recreationally) to take classes, workshops, Master Classes, see Dance Concerts and converse about our students’ successes and obstacles. We share ideas, revelations, books, articles, and responsibilities and make a concerted effort to offer help, feedback and constructive criticism when needed or requested. I truly believe that the faculty’s bond is not only felt by our students, it also affects the way they take class and commit to the art of Dance, and as a consequence, our success and retention rates have remained (and grown) above the District’s average.
The strategies Dance has set to improve student success for academic year 2014-15 include: Continued FaceTime mentoring with professional dancers/companies for student choreographers Continued alliance with city-sponsored “Trolley Dances Riverside” Continued alliance with Intersect Dance Theatre Continued outreach to High School Dance Programs Increased involvement with Performance Riverside performances Increased involvement in the American College Dance Festival Increased involvement with Los Angeles Dance Consortium Further development of academic relationships with prominent transfer schools (Cornish College of the Arts,
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CalArts, Long Beach State, UCI, Loyola Marymount, Mills College) The addition of World Dance Cultures and Techniques to the Dance curriculum
b. In addition to completion, the college has identified improving student-faculty interaction as a priority. What goals and/or strategies has your discipline set to improve faculty-student interaction for the academic year 2014-15?
All Performing Arts disciplines inherently provide an opportunity for intense student-faculty interaction while teaching the art form. Pedagogically, the kinesthetic nature of dance training necessitates a tremendous amount of faculty-student contact in order to be successful. Building a dancers’ technique and “sculpting” their bodies requires constant feedback and individual direct assessment. In addition, all of the students who participate in our dance concerts receive additional training and mentoring while in the Theater during Tech Week and throughout the performance process.
During the 2014-2015 Academic year, the Dance Program will be planning periodic meetings for the Dance Transfer students to engage them in dialogues about the requirements of a Dance Major and prepare them for the rigors of a physically and mentally demanding Upper Division curriculum. Not only will the Dance Transfer meetings suffice the college’s priority of improving faculty-student interaction, but it will also allow the Dance Faculty to make informed suggestions pertaining to each individual student.
c. Are there other goals aligned to college goals your discipline is pursuing in 2014-15?
The Dance Program is actively pursuing/writing an Associate of Arts Degree in Dance, as well as updating current curriculum and creating new courses to introduce World and Cultural Dance into our course offerings. In addition, we are involved in DACCC (Dance Association of California Community Colleges) - an organization created in response to the Title V repeatability regulations on Dance and to establish a Transfer Model Curriculum for Dance in the State of California.
B. Student Learning Outcomes Assessment Summary and Update
As a matter of good practice and in alignment with Accrediting Commission of Community and Junior Colleges (ACCJC) standards, RCC faculty participate in ongoing and systematic efforts to assess courses, programs, and degrees. Reports on specific assessment projects undertaken by individual faculty or groups of faculty in your discipline should be referenced here, but the primary purpose of this update is to provide an overview of your discipline’s assessment activities (data, responses to data, results, reports, etc.) since your last unit plan update as well as your current plans for assessing student learning. Please note, since unit plans are completed during the spring semester, we are asking you to report on the previous spring semester data along with the current spring semester plans.
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I. Course-level Student Learning Outcome (SLO) Assessment Report(s)
The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Course-level SLO assessment information. Upon completion of a Course-level SLO assessment project please utilize one of the two methods listed below for reporting and/or summarizing your results.
a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Student-Learning-Outcomes , orb. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter
the information, simply send your documentation to [email protected]
CourseNumber
DanceCourses
AssessmentStatus
Not
Offe
red
2013
-201
4
Mos
t Rec
ent
Ass
essm
ent
(Yea
r)
Ass
essm
ent
Met
hod
Nex
t Pla
nned
Ass
essm
ent
(Yea
r)
Facu
ltyLe
ad (s
)
2010 2011 2012
2013
2014
3 World Dance Survey NA NA NA NA NA x not offered4 Music for Dance NA NA NA NA NA x not offered5 Intro to Movement Ed for Pre NA NA NA NA NA x not offered6 Dance Appreciation 1 yes 3 3 5 2013 Pre test/Post test 2014 Haines7 Choreography I 1 yes 3 3 3 2012 Culminating Project 2014 Haines8 Choreography II 1 yes 3 3 3 2012 Culminating Project 2014 Haines9 Choreography III 1 yes 3 3 3 2014 Culminating Project 2014 Haines
CourseNumber
Dance MovementCourses
AssessmentStatus
Not
Offe
red
2013
-201
4
Mos
t Rec
ent
Ass
essm
ent
(Yea
r)
Ass
essm
ent
Met
hod
Nex
t Pla
nned
Ass
essm
ent
(Yea
r)
Facu
ltyLe
ad (s
)
2010 2011 2012
2013
2014
D9 Concert Dance Ensemble 0 vid 2 2 2013Video/Culminating
Project 2014 ChenowethD10 Dance Performance 0 vid 2 2 3 2013 Video/Culminating 2014 Chenoweth
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Project
D11 Rehearsal and Performance 0 vid 2 3 3 2013Video/Culminating
Project 2004 Chenoweth
D12 Dance Touring Ensemble 0 vid 2 3 3 2013Video/Culminating
Project 2014 Chenoweth
D13 Dance Repertoire, Modern 0 vid 3 3 3 2013Video/Culminating
Project 2014 Chenoweth
D14 Dance Repertoire, Jazz 0 vid 3 3 3 x 2012Video/Culminating
Project 2014 Chenoweth
D15 Dance Repertoire, Ballet 0 vid 3 3 3 2013Video/Culminating
Project 2014 ChenowethD16 Dance Repertoire, Tap 0 NA NA 2 3 x not offeredD17 Dance Repertoire, Ehtnic 0 NA NA NA NA x not offeredD18 Dance Performance Prod vid ? 2 NA NA x 2013 Portfolio 2014 ChenowethD19 Conditioning for Dance 0 NA NA NA NA x not offeredD20 Intro to Social Dance 3 conversation NA 2 not offeredD21 Ballet, Beginning 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD22 Ballet, Intermediate 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD23 Ballet, Advanced 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD24 Pointe Technique, Beginning 3 3 NA NA NA x conversationD25 Floor Barre 3 3 NA NA NA x conversationD30 Social Dance Styles 3 3 NA NA NA x conversationD31 Hip-Hop Dance 3 3 NA NA 2 conversationD32 Jazz, Beginning 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD33 Jazz, Intermediate 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD34 Jazz, Advanced 3 conversation 3 3 3 x 2013 Video/Exam 2014 CarrerasD37 Modern Dance, Beginning 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD38 Modern Dance, Intermediate 3 conversation 3 3 3 2013 Video/Exam 2014 CarrerasD39 Modern Dance, Advanced 3 conversation 3 3 3 x 2013 Video/Exam 2014 CarrerasD43 Tap, Beginning conversation 3 3 3 2013 Video/Exam 2014 CarrerasD44 Tap, Intermediate conversation 3 3 3 2013 Video/Exam 2014 CarrerasD45 Tap, Advanced 0 NA NA NA NA x not offeredD46 Body Control Mat Work 0 NA NA NA NA not offeredD47 Pilates, Beginning pr/po 3 3 5 2013 Video/Exam 2014 CarrerasD48 Universal Reformer Technique 0 NA NA NA NA not offeredD49 Pilates, Intermediate pr/po 3 3 5 2013 Video/Exam 2014 CarrerasD50 Pilates for Dancers pr/po 3 3 5 2013 Video/Exam 2014 CarrerasD51 Pilates, Advanced 0 NA NA NA NA x not offered
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D60 Dance Tech for Mus Theater 0 NA NA NA x not offeredD61 Sum Ballet Intensive 0 NA NA NA x not offeredD62 Sum Jazz Intensive 0 NA NA NA x not offeredD63 Sum Modern Dance Intensive 0 NA NA NA x not offeredD64 Sum Tap Dance Intensive 0 NA NA NA x not offeredD65 Sum World Dance Intensive 0 NA NA NA x not offeredD66 Sum Social Dance Intensive 0 NA NA NA x not offeredD67 Sum Musical Theater Intens 0 NA NA NA x not offeredII. Program-level Learning Outcome (PLO) Assessment Reports
The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Program-level PLO assessment information. Upon completion of a Program-level PLO assessment project (Career Technical Education) please utilize one of the two methods listed below for reporting and/or summarizing your results.
a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Program-Learning-Outcomes , orb. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter
the information, simply send your documentation to [email protected].
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III. Course-level Assessment Summary Spreadsheet
Please summarize the current status for assessment of all the courses in your discipline using the Course Assessment Summary spreadsheet. Please indicate for each course on the Course Assessment Summary spreadsheet:
a. Assessment Statusb. Most Recent Assessment (Year)c. Assessment Method for Most Recent Assessmentd. Next Planned Assessment (Year)e. Faculty Lead (s)
Please contact Jim Elton at [email protected] or (951) 222-8264 for your spreadsheet so that you may simply cut and paste here.
IV. Please answer the following Course-level SLO questions:
a. Please describe your discipline’s dialogue on assessment results. Where would one find evidence of this dialogue?
The Dance discipline attempts to meet once a year to discuss and reveal the results of our Assessment. Both Adjunct and Full-time instructors come together to reveal ideas, concepts, results and revelations regarding Dance pedagogy and assessment. Due to time constraints and scheduling, the Dance Program was unable to meet at the end of the 2013/2014 school year, but have an Assessment meeting scheduled for August 24, 2014. The evidence of prior dialogues has been video-taped, burned to a DVD and is available in the Dance Office.
b. Please summarize what your discipline learned from your assessments. How does your discipline plan to use the results to improve
student learning?
For technique courses, the Assessment results have been very positive. A majority of the students are very successful in learning and recalling movement patterns and phrases, as well as being able to develop a progression of individual skills in specific dance technique, employ basic kinesiological principles for correct biomechanics in motion, and understand alignment, placement, centering, timing, rhythm and coordination when applied to complex movement sequences. One area the Discipline would like to improve on is Dance vocabulary and terminology as well as performance aptitude.
For Dance Appreciation the Assessment results have also been positive. Again, a majority of the students are proficient in defining and demonstrating an understanding of dance elements, genres, and terminology, as well as observing and analyzing the various components of theatrical dance performance and developing a set
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of criteria for the evaluation of theatrical dance performances. The area the Discipline would like to focus on for continued student success is the understanding of “Art & Aesthetics” and how they apply to all dance genres as well as writing a competent, college-level critique on movement and dance.
V. Please answer the following Program-level PLO questions:
a. Please explain what steps your program has taken to map and align your PLOs with your course SLOs (Curriculum Mapping
Exercise).
b. How have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with
employers, interviews of graduates, program faculty meetings)?
c. What are your plans for further Program-level PLO assessments in the upcoming academic year?
If you have any questions regarding Assessment please contact Hayley Ashby at (951) 222-8866, [email protected] , Jim Elton at (951) 222-8264, [email protected], or your Riverside Assessment Committee discipline representative
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Instructional Unit Plan Update
C. Human Resource Status
Complete the Faculty and Staff Employment Grid below based on the 2013-2014 academic year. Please list full and part-time faculty numbers in separate rows, and classified full and part-time staff separately.
2013-2014Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English) Full-time faculty(give number)
Part-time faculty(give number)
3 10
2013-2014Classified Staff Employed in the Unit
Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give number)
Part-time staff(give number)
IDS 1Clerk Typist 1Dance Accompanist 1
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Complete the Faculty and Staff Employment Grid below based on any anticipated changes for the 2014-2015 academic year (i.e. retirements, one-year temps). If information is exactly the same, move on to the next page.
2014-2015Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English) Full-time faculty(give number)
Part-time faculty(give number)
2014-2015Classified Staff Employed in the Unit
Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give number)
Part-time staff(give number)
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Unit Name: _____DANCE____________________________________1. Staff Needs
Rank
List Faculty or Staff Positions Needed for Academic Year.Please list in order (rank) of importance. Please justify and explain each faculty or staff request based
on rubric criteria. (See APC Ranking Rubric for faculty positions.)
Indicate (N) = New or (R) = Replacement
Annual TCP*
Examples
Tenure-Track InstructorRationale:
Clerk TypistRationale: The department had a full-time clerk typist in the past, but she was transferred to another division. Our IDS works with 2 departments - one with 30 full-time and 65 part-time faculty and one with 13 full-time and 11 part-time faculty. The volume of work produced is enormous. This request fulfills the rubric criteria of “supporting faculty in their teaching”----We are the largest department and generate enough work to support an additional person to help with the department workload.
R Range 13$2675-3600
1.
Classified Permanent Part-time: Pilates Certification Program DirectorRationale: In Fall of 2013, the Dance Program launched the Pilates Certification Program – a 17-unit local certification. Currently, there is no one to run the Pilates Certification Program. The Pilates Certification Program Director will have the following duties: On-going Professional Development for Associate and Full-time Faculty in order to stay current with Industry Standards in Pilates methodologies, Monitoring and verifying student teaching and the Work Study components of the Certification Program, Outreach and Job Placement recommendations and assistance, Maintaining all aspects of the Pilates Studio including Mat Room equipment, Reformers, Trap Tables, etc., Working with the Dance Chair to efficiently schedule classes to meet the Certification needs, Scheduling Guest Instructors and workshops for students and Faculty, and Monitoring student Lab Hours.
With 8.6 million participants, Pilates is the fastest-growing exercise activity in the United States, according to a recent report from the Sporting Goods Manufacturers Association (Rovell 2010). The 2010 IDEA Fitness Programs & Equipment Trends report found that 90% of facilities represented in the survey offer Pilates, up from 63% in 2002 (Schroeder 2010). What’s more, many facilities provide both group and private training, as well as fusion formats (e.g., Pilates-yoga). Popular settings that offer Pilates include fitness clubs, privately owned Pilates and yoga studios, wellness centers, spas, schools, community centers, medical/rehab/physical therapy facilities and more. Again, there is no one to run the Pilates Certification Program and as a result, the Pilates Associate Faculty have had to go beyond the scope of their teaching assignments in order to keep the Program running.
Grade M for 19 hours a week: $25,007 per year
2.
Rationale:
NEW OR REPLACEMENT STAFF (Faculty or Classified)1
1* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. For costs associated to faculty or staff positions, please contact Business Services at (951) 222-8400. New positions (not replacement positions) also require space and equipment. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” or “Replacement” Classified Staff. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.
Unit Name: _________________________________________
2. Equipment (excluding technology) Needs Not Covered by Current Budget2
RankList Equipment or Equipment Repair Needed for Academic Year.
Please list in order (rank) of importance. Please justify and explain each equipment request based on rubric criteria.
*Indicate whether Equipment is for (I) = Instructional or (N) =
Non-Instructional purposes
Annual TCO**
Cost per item Number Requested
Total Cost of Request
EX
Document Camera for Quad ClassroomRationale: RCC Academic Master Plan: Values – learning environment-- “to provide and maintain state-of-the-art equipment;” 2) Campus Goals – “essential to delivery of instruction—increase successful course completion with supplemental/alternative instruction; persistence; improving student learning outcomes.” Currently, only about one half of the Quad classrooms are equipped with document cameras. All classrooms should contain the same type and quality of equipment to ensure equity in instruction and learning. Document cameras should be replacing the old overhead projectors.
I $2500 w/installation
1 $2500
1.
Rationale:
2.
Rationale:
3.
Rationale:
2 * Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use).Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff).2 * See Appendix for guidelines distinguishing between equipment and supplies ** TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Instructional Media Center at (951) 222-8513 for a list of approved vendors and to request quotes. If equipment needs are linked to a position please indicate.
Unit Name: _________________________________________
3. Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 3 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Annual TCO*
Rank
List Technology Requested for Academic Year. Please list in order (rank) of importance. Please justify and explain each technology request based on rubric criteria.
New (N) or
Replacement (R)?
Program: New (N) or Continuing
(C)?
Location (i.e
Office, Classroom, etc.)
Is there existing
Infrastructure?
How many users
served?
Has it been repaired
frequently?Cost per
item
Number Requeste
dTotal Cost of Request
EX
Two Network printers for departmentRationale: There are more than 20 full-time faculty utilizing this printer to develop instructional materials. Current printer >10 years old and high volume usage causes frequent breakdowns. Functioning equipment is critical to meeting the needs of our students, department goals and course SLOs.
R=1N=1 C Work-
room Yes >20 Y $1100 2 $2200
1.Rationale:
2.Rationale:
3.Rationale:
4.Rationale:
3 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Microcomputer Support at (951) 222-8397 for a list of approved vendors and to request quotes. If equipment needs are linked to a position please indicate.
++Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.
Unit Name: _________________________________________
4. Facilities Needs Not Covered by Current Building or Remodeling Projects*4
RANK
List Facilities Requests for Academic Year. Please list in order (rank) of importance. Please justify and explain each facility request based on rubric criteria. Requests should be for remodels, renovations or added
new facilities and not basic repair and maintenance.
Annual TCO*
Total Cost of Request
EX
Roof ReplacementRationale: The department building roof is in need of replacement. Currently, it leaks directly down the building and into our classrooms and office space. There have been three attempts to repair the roof. Previous leaks have caused damages to computer equipment and work space. The constant need to relocate staff and/or classrooms due to leaks has had a direct impact on the teaching and learning environment.
$2500
1.Rationale:
2.Rationale:
3. Rationale:
4.Rationale:
5.Rationale:
4TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Facilities at (951) 222-8470 to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages. For basic repair and maintenance, please submit a facilities work order.
Unit Name: _________________________________________
5. Professional or Organizational Development Needs Not Covered by Current Budget*5
RANK
List Professional Development Needs for Academic Year. Please list in order (rank) of importance. Please justify and explain each professional development request based on
rubric criteria. Professional or Organizational development needs may include workshops, guest speakers, training on equipment and/or software, attending conference, training needed to comply
with state and/or federal regulations, and ongoing training in the field.
Annual TCO*
Cost per item
Number Requested
Total Cost of Request
EX
Funding for Associate Faculty to Participate in Workshop for SLO AssessmentRationale: Associate faculty members teach a large number of courses in our department, utilize department common assessments, and per ACCJC standards must be included in the dialogue for the improvement of assessment. Since associate faculty are not required or compensated for this work, the department would like to compensate them through a stipend. These workshops are critical for the completion of the assessment cycle and for faculty to use the results in helping students achieve their goals.
$100 36 $3600
1.Rationale:
2.Rationale:
3. Rationale:
4.Rationale:
5.Rationale:
6.Rationale:
5TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Human Resources and/or the Faculty Development Coordinator to see if your request can be met with their current budget.
Unit Name: _________________________________________
6. Student Support Services
RANK
List Student Support Services Needs for the Academic Year.Please justify and explain each request based on rubric criteria. These are services needed by your unit over and above what is currently provided by student services at the college. Examples of needs that fall under student
support services are provided6.
Annual TCO*
EX
Our unit needs either a permanent part-time or reassigned Outreach staff member to assist our discipline with providing course, program and college information to the local community, either through partner high schools, community based organizations and/or non-credit sites.Rationale: Based on enrollment data, the lower level courses in our discipline are typically cancelled due to low enrollment. However, based on our conversations with our community and as evidenced by the demographics, there is a demand and need. Potential students need information on how to enroll, take placement exams, and understanding the sequence of courses and pathways to potential careers. They need this information prior to coming to RCC to increase their likelihood of success.
$0 if Reassigned Time
$25,000 for Permanent part-time w/benefits
1. Rationale:
2. Rationale:
3. Rationale:
4. Rationale:
6 *Supplemental Instruction requests should be in Table 8 – Learning Support Services. *Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation. Please contact Student Services at (951) 222-8837 to obtain an accurate cost estimate and to learn if these services are available or in the planning stages.
Unit Name: _________________________________________
7. Library Needs Not Covered by Current Library Holdings7
RANKList Library Needs for Academic Year. Please justify and explain each request based on rubric criteria.
These library resources are unit needs that are over and above what is currently provided by the library.Please list in order (rank) or importance.
Annual TCO
EX
The discipline needs for the library databases to be re-established for Access Science, American National Biography, Columbia Grangers World of Poetry, Criminal Justice & Periodicals Index, CQ Weekly, Oxford English Dictionary, ProQuest National Newspaper Core, World News Digest, American Film Scripts Online, ARTstor, Biography Resource Center, Dictionary of Literary Biography, Humanities International Complete, Oxford Art Online, Oxford Music Online, World Book Complete Suite.Rationale: The library and its databases are vital components of the courses within our discipline. For students to fully achieve student learning outcomes within their courses, this integral component of students’ access must be returned to its original capacity. Faculty rely on these critical resources as part of their instruction.
1. Rationale:
2. Rationale:
3. Rationale:
4. Rationale:
5. Rationale:
7 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Library Services at (951) 222-8657 for an estimate on databases and/or library resources.
Unit Name: _______________________________________
8. Learning Support Center Services
RANK
List Learning Support Center Services Needs for Academic Year. Please justify and explain each request based on rubric criteria.8 If your unit is responsible for running a
learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not
include laboratory components that are required of a course.
Total Cost of Requests
Cost per item
Number Requested Total Cost
Ongoing (O) or
one-time (OT) cost
EX
Institutionalize the Supplemental Instruction (SI) Program to provide SI leaders for our discipline.Rationale: Students in our discipline have benefited greatly from the SI’s. In the 2007-2008 academic year, students who participated in SI had a 62.1% success rate in comparison to 24.7% who did not participate in SI, a difference of 37.4% between the two groups. Students need the assistance of SI’s to succeed with course student learning outcomes. Faculty with SI’s have continuously expressed the benefit of receiving professional development for SI instructional strategies and the in-class and out-of-class support SI provides to their instruction.
$2400 per
semester per SI
10 SI’sx 2
semesters= 20
$48,000 O
1. Rationale:
2. Rationale:
3. Rationale:
4. Rationale:
8 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Lab Coordinators for a specific lab question or Academic Support Department at (951) 222-8434 to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.
Unit Name: _________________________________________ 9. OTHER NEEDS not covered by current budget
RANK
List Other Needs that do not fit elsewhere.9 Please justify and explain each request based on rubric criteria. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order
(rank) or importance.
Annual TCO*
Cost per item Number Requested
Total Cost of Request
Ongoing (O) or one-time (OT) cost
EX
Our unit needs money for tournament awards in the form of scholarships to increase participation.Rationale: The tournament provides students with an enhanced learning opportunity. This opportunity will increase overall attainment of student learning outcomes (SLOs), increase access and overall persistence. Faculty use the competition an extension of in class learning and to promote their programs.
$1005
scholarships per year
$500 O
1. Rationale:
2. Rationale:
3. Rationale:
4. Rationale:
5. Rationale:
9 TCO = “Total Cost of Ownership” is the average cost for one year.
Unit Name: _________________________________________
10. MID-RANGE FINANCIAL PLAN The Resources Council and Institutional Effectiveness Council have asked for information that will make it easier for us to complete and update our Mid-Range Financial Plan. This information will help us to plan and to meet ACCJC requirements.
YEAR
ITEM NAMEIs the item referenced in another planning document?
If so, where?If no, where do you plan on putting this item?
(i.e. Facilities Master Plan, Comprehensive InstructionalProgram Review)
Staf
f
Equi
pmen
t
Tech
nolo
gy
Faci
litie
s
Prof
Dev
elop
men
t
Stud
ent S
uppo
rt
Libr
ary
Lear
ning
Sup
port
Oth
er
Ex2015
The department requires an updated facility with state of the art equipment to meet industry standards and train students on the most current equipment. This information is included in the CIPR from 2011.
X X
Appendix Instructional Unit Plan Update
Rubrics - Riverside City College
Appendix Table of Contents
Ranking Criterion for Faculty Position.......................................i-ii
Resource Request Common Rubric.............................................iii
Guidelines for Distinguishing between Equipment and Supplies iv
These criteria and rubric apply to requests for faculty in Table 1.
Ranking Criterion for Faculty PositionsRationale Form for Faculty Positions based on Data Supplied in Annual Program Review
TO BE PROVIDED FROM HPC
Resource Request Common RubricThese criteria and rubric apply to requests in Tables 2-9
Criteria Description for this category will: PointsSupporting students in their goals
Illustrate how the request is expected to lead to student course completion and success, term to term persistence, [progress in basic skills attainment,] awards, certificates, or transfer. Narrative may also show how the request aligns with college goals, mission statement, vision, and strategic initiatives.
/30
Supporting faculty in their teaching
Explain how the request is a necessary and integral part of supporting faculty members' pursuit of the program, department, or discipline goals and is essential to or useful in delivery of instruction. Additionally, narrative may explain the degree to which the request supports the unit's comprehensive program review.
/25
Supporting faculty in professional development
Demonstrate how the request fulfills professional development needs and may include workshops, guest speakers, training on equipment and/or software, attending conferences, training needed to comply with state and/or federal regulations and ongoing training in the field.
/10
Improvement need resulting from assessment
Explain how the request comes from objective (SLO / PLO) assessment results that show that this request will result in improvement in unit. The request should illustrate what the specific intended improvements are and how they relate to overall mission, goals, or function of the unit (and/or college goals or mission.)
/15
Obsolescence Show obsolescence of equipment being replaced as primary cause for need. This request relates to the replacement or updating of existing instructional technology and learning resources and should provide details (such as length, frequency, and type of use) to help illustrate obsolescence.
/10
Safety and Compliance Show how need meets American Disability Act (ADA), Occupational Safety & Health Administration (OSHA), Federal, State, or Local regulations or laws, and/or how it addresses hazards or issues that cause unfit conditions requiring mitigation from potential danger.
/10
30 Point Scale: 30 = Superior 23 = Above Average 15 = Average 8 = Below Average 0 = No Effort/Non Applicable25 Point Scale: 25 = Superior 19 = Above Average 13 = Average 6 = Below Average 0 = No Effort/Non Applicable15 Point Scale: 15 = Superior 11 = Above Average 8 = Average 4 = Below Average 0 = No Effort/Non Applicable10 Point Scale: 10 = Superior 8 = Above Average 5 = Average 3 = Below Average 0 = No Effort/Non Applicable
NOTE: The above weighting scale point values will be used for ranking criteria. For example, a 30 point scale will not be given a 26 point value.
Guidelines for Distinguishing Between Supplies and Equipment
Whether an item should be classified as equipment or as supplies is determined on the basis of the length of time the item is serviceable and on its contribution to the value of the college. For example, supplies are constantly being consumed and replaced without increasing the value of the physical properties of the district. Equipment has relatively permanent value, and its purchase increases the value of the physical assets of the district.
Supplies are items of expendable nature that are consumed or worn out, deteriorate in use, or are easily broken, damaged or lost. Examples include glassware, reagents, paper, and pencils, cleaning materials, nails, scissors, test tubes and keys. Items that have a relatively short service life (less than one year) and that, therefore, must be replaced frequently are charged as supplies.
Equipment on the other hand are items that usually last more than two years and cost at least $ 200 and where repairs are more economical than replacement. Repair parts and accessories to equipment are however classified as supplies regardless of cost.
