UW Superior NASM Self Study in Format A January 2017 FINAL€¦ · NASM Self-Study (Format A) University of Wisconsin-Superior January 2017 Department of Music 5 general education

National Association of Schools of Music

SELF-STUDY in Format A

Presented for consideration by the

NASM Commission on Accreditation by

UNIVERSITY OF WISCONSIN-SUPERIOR DEPARTMENT OF MUSIC

PO BOX 2000 19TH & CATLIN

715-394-8115 HTTP://UWSUPER.EDU/MUSIC

Renewal of Plan Approval and Final Approval for Listing

• Bachelor of Arts in Music • Bachelor of Music in Performance • Bachelor of Music Education

Plan Approval

• Music Business Certificate • Pre-Music Therapy Certificate

The data submitted herewith are certified correct to the best of my knowledge and belief.

(Date) (Signature of Reporting Officer)

(Name and Title of Reporting Officer)

NASM Self-Study (Format A) University of Wisconsin-Superior January 2017 Department of Music

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TABLE OF CONTENTS

SECTION I. PURPOSES AND OPERATIONS ........................................ 3A. PURPOSESOFTHEINSTITUTIONANDMUSICUNIT....................................................................................3B. SIZEANDSCOPE................................................................................................................................................6C. FINANCES............................................................................................................................................................7D. GOVERNANCEANDADMINISTRATION.......................................................................................................11E. FACULTYANDSTAFF.....................................................................................................................................14F. FACILITIES,EQUIPMENT,TECHNOLOGY,HEALTH,ANDSAFETY...........................................................17G. LIBRARYANDLEARNINGRESOURCES........................................................................................................20H. RECRUITMENT,ADMISSION-RETENTION,RECORDKEEPING,ADVISEMENT,ANDSTUDENTCOMPLAINTS...................................................................................................................................................24I. PUBLISHEDMATERIALSANDWEBSITES...................................................................................................28J. COMMUNITYINVOLVEMENT.........................................................................................................................30K. ARTICULATIONWITHOTHERINSTITUTIONS...........................................................................................31

SECTION II. INSTRUCTIONAL PROGRAMS PORTFOLIO .................. 32A. CERTAINCURRICULUMCATEGORIES.........................................................................................................32ITEMUP:BODYOFKNOWLEDGEANDSKILLSCOMMONTOALLPROFESSIONALBACCALAUREATEDEGREESINMUSIC.............................................................................................................................................32ITEMME:TEACHERPREPARATION(MUSICEDUCATION)PROGRAMS....................................................34

B. SPECIFICCURRICULA.....................................................................................................................................40BACHELOROFARTSINMUSIC..........................................................................................................................40BACHELOROFMUSICINPERFORMANCE........................................................................................................44BACHELOROFMUSICEDUCATION...................................................................................................................57APPLICATIONSFORPLANAPPROVAL..............................................................................................................66

C. PROGRAMMATICAREAS................................................................................................................................73ITEMMGE:MUSICSTUDIESINGENERALEDUCATION...............................................................................73ITEMPER:MUSICSTUDIESINPERFORMANCE.............................................................................................75ITEMOPA:OTHERPROGRAMMATICACTIVITIES.........................................................................................77

SECTION III. EVALUATION, PLANNING, PROJECTIONS ................. 78A.MUSICUNIT.....................................................................................................................................................78B.STUDENTS........................................................................................................................................................78C.PROJECTEDIMPROVEMENTSANDCHANGES.............................................................................................85D. FUTURESISSUES............................................................................................................................................85

SECTION IV. MANAGEMENT DOCUMENTS PORTFOLIO (MDP) .... 87MDPI—PURPOSESANDOPERATIONS...............................................................................................................87A. PURPOSES....................................................................................................................................................87B. SIZEANDSCOPE.........................................................................................................................................90C. FINANCES.....................................................................................................................................................90D. GOVERNANCEANDADMINISTRATION...................................................................................................90E. FACULTYANDSTAFF.................................................................................................................................90F. FACILITIES,EQUIPMENT,TECHNOLOGY,HEALTH,ANDSAFETY......................................................91G. LIBRARYANDLEARNINGRESOURCES....................................................................................................93H. RECRUITMENT,ADMISSION-RETENTION,RECORDKEEPING,ADVISEMENT,ANDSTUDENTCOMPLAINTS............................................................................................................................................102I. PUBLISHEDMATERIALSANDWEBSITES..........................................................................................103


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J. COMMUNITYINVOLVEMENT.................................................................................................................105K. ARTICULATIONWITHOTHERINSTITUTIONS....................................................................................106

MDPII—INSTRUCTIONALPROGRAMS............................................................................................................106A. CREDITANDTIMEREQUIREMENTS....................................................................................................106B. EVALUATIONOFTHEDEVELOPMENTOFCOMPETENCIES..............................................................107C. DISTANCELEARNINGPROGRAMS........................................................................................................107D. TEACHERPREPARATION(MUSICEDUCATION)PROGRAMS..........................................................109E. GRADUATEPROGRAMS(N/A).............................................................................................................110F. MUSICSTUDIESINGENERALEDUCATION..........................................................................................110

MDPIII—EVALUATION,PLANNING,PROJECTIONS......................................................................................112A. PLANNINGDOCUMENTSCURRENTLYINEFFECTORINUSE.............................................................112B. UNITEVALUATIONSCHEDULESANDPROTOCOLS.............................................................................112C. CURRENTANALYTICALORPROJECTIVESTUDIESCONCERNINGTHEMUSICUNIT........................112

SECTION V. APPENDIX ................................................................ 113A. DOCUMENTSSUPPORTINGTHEMUSICBUSINESSCERTIFICATE...................................................113


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Section I. Purposes and Operations

A. Purposes of the Institution and Music Unit

The mission, goals, and objectives of the University of Wisconsin System, the University of Wisconsin-Superior, and the Department of Music are considered as the foundation for planning, analyzing, and making educational, curricular, artistic, and operational decisions. All purposes are considered to be in compliance and directly aligned with the National Association of Schools of Music (NASM) standards.

University of Wisconsin System Mission Statement

According the Mission Statement of the University of Wisconsin system: “The mission of the University of Wisconsin System is to develop human resources, to discover and disseminate knowledge, to extend knowledge and its application beyond the boundaries of its campuses, and to serve and stimulate society by developing in students heightened intellectual, cultural, and humane sensitivities, scientific, professional and technological expertise, and a sense of purpose. Inherent in this broad mission are methods of instruction, research, extended training, and public service designed to educate people and improve the human condition. Basic to every purpose of the UW System is the search for truth.”1

Mission of the University of Wisconsin-Superior

According to the Mission of the University of Wisconsin-Superior: “The University of Wisconsin-Superior fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention, embodies respect for diverse cultures and multiple voices, and engages the community and region.

“To accomplish these ends, the University will:

1. Provide students with a carefully articulated and comprehensive foundation in liberal studies as a base for all degree programs.

2. Award associate and baccalaureate degrees in selected fields in education, arts, humanities, sciences, social sciences, business, and pre-professional programs.

3. Offer graduate programs in areas associated with its undergraduate emphases and strengths.

4. Extend its undergraduate and graduate resources beyond the boundaries of the campus through alternative delivery of programs.

5. Expect scholarly activity, including research, scholarship and creative endeavor, that supports its programs at the associate and baccalaureate degree levels, its selected graduate programs, and its special mission.

6. Maintain an inclusive campus community that challenges students to develop their intellectual, personal, cultural, and social competencies.

7. Engage in appropriate inter-institutional relationships and community partnerships to enhance educational and service opportunities.

1 https://www.wisconsin.edu/regents/policies/the-university-of-wisconsin-system-mission/


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8. Foster, with University of Wisconsin-Extension, the development of cooperative and general outreach programming and the integration of the Extension function with that of this institution.”2

Mission and Goals of the Music Department

The UW-Superior Music Department prepares undergraduate students for success in music as performing artists and educators by providing a challenging, nurturing environment focused on individual and collaborative artistic growth, while also providing opportunities for musical enrichment to the university and community within a liberal arts tradition.

Additionally, the UW-Superior institutional values defined in the Mission Statement and which highlight “individual attention and respect for diverse cultures and multiple voices” are emphasized as guiding principles in the Music Department’s philosophy and mission.

The Music Department currently offers degrees in three majors: 1. Bachelor of Arts in Music 2. Bachelor of Music in Performance

a. Areas of emphasis include Instrumental (Non-Keyboard), Keyboard, and Voice

3. Bachelor of Music Education a. Leads to licensing to teach in public schools in two combinations of possible

certification areas: Choral/General or Instrumental/General.

The Department also offers a minor in music. The goals of the Music Department are:

1. To provide an infrastructure to ensure that students have up-to-date resources and global opportunities in their classes and ensembles.

2. To emphasize recruitment and retention of music students.3 3. To offer quality degree programs in music education (the Bachelor of Music

Education) in order to train those students who wish to prepare themselves for careers teaching public school music

4. To offer a quality degree program in music performance (the Bachelor of Music in Performance) for those students who demonstrate exceptional musical talent and wish to concentrate on performance.

5. To offer a quality liberal arts degree (the Bachelor of Arts in Music) for those students who wish to combine the study of music with a major or minor in another field.

6. To serve the curricular needs of elementary education majors who have required courses in music fundamentals and music methods for the classroom teacher.

7. To stimulate interest and support of the arts and an understanding of diverse cultures to members of the general student population by offering music courses geared to the needs of the general student. This includes supporting the university's

2 https://www.uwsuper.edu/about/mission-history.cfm 3 See Section IV, MDP I.H, page 103.


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general education program, by offering music courses consistent with the objectives and curricular requirements of this program, enabling students to meet these curricular requirements.

8. To offer quality ensemble experiences for music and general population students, including an emphasis on international experiences/tours.

9. To contribute to the cultural enrichment of this region through various outreach activities and public performances: a. By actively engaging in scholarly research/performances. b. By serving the needs of all students (on-campus and off-campus) by offering

courses through Distance Learning. c. By engaging in cooperative ventures with other regional institutions.

How Do These Purposes and Aims Guide Decision-Making, Analysis, and Planning Regarding Curricular Offerings, Operational Matters, and Resources?

Educational decisions such as the development of new courses or the deletion of old ones, graduation requirements, and modification of the curriculum are guided by the music unit's stated objectives as well as the educational mission of the institution. All courses offered must be relevant to one of the degree programs offered by the music unit or to the general education program of the university.

How Are These Statements Used to Consider the Extent to Which Policies, Practices, Resources, and Other Curricular Program Components Work Together to

Achieve Their Stated Purposes for Music and Study? Every academic department in the university is evaluated internally on a six-year cycle. At that time the department's objectives are examined in the light of enrollment patterns and projections, available resources, personnel, and institutional objectives.

The process of internal examination involves review of relevant data by the Academic Program Review Council (APRC). APRC reviews objective data provided by the Office of Institutional Research and subjective information provided by faculty of the unit being evaluated. As a result of this review, a department may maintain status quo, reevaluate its objectives and modify them, reallocate resources within the department, have additional resources allocated or resources taken away. This type of periodic review and evaluation of academic departments is mandated by the University of Wisconsin System. It is a method that System uses to effectively manage its finite resources and assure educational quality. External evaluations such as those conducted by the Higher Learning Commission, the Wisconsin Department of Public Instruction, NASM, and lateral audits by the University of Wisconsin System, provide additional opportunities to examine the department's mission, goals, and objectives. Additionally, the Music Department faculty consistently reviews and updates its curriculum. Recently (2014-15), we underwent Program Prioritization with total university involvement. There was an intensive study of our music curriculum during which several changes were made to strengthen our course offerings.


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B. Size and Scope

The Department of Music demonstrates a positive and functioning relationship among the size and scope of its music programs, the goals and objectives of these programs, and the human, material, and fiscal resources available to support these programs. The scope of curriculum for music majors, minors, and non-majors is appropriate and its objectives are obtainable given the number of students served, the size of the faculty, the instructional facilities and equipment available, and the operating budget.

Enrollment

As the NASM Head's Reports for the 2014-2016 academic years indicate, enrollment of music majors has declined from 51 majors in Fall 2014 to 42 majors in the Fall of 2016.4 (Our 5-year average (Fall 2011- Spring 2016) is 50 music majors.) There are still sufficient enrollment numbers at all degree levels to sustain a strong musical learning environment where students are able to interact daily with other musicians in multiple academic settings to develop musical knowledge and advanced skills. However, the Department is concerned about the enrollment decline (though some decline was reflected in the university itself until Fall 2016). Some of this may be a persistence issue in theory and ear-training classes where freshmen students can get discouraged. We now utilize a student mentoring program for freshmen majors to assist them in those core music courses such as theory and ear-training, and it has shown positive results.

Another challenge of recruitment of music majors is a misconception in the general public about the non-availability of music jobs. In Fall 2016 we were asked to recommend music teachers for several public school openings, but no recent graduates were available.

In 2014-15 the largest enrollment was in the Bachelor of Music Education degree, which enrolled 24 majors. The Bachelor of Music in Performance degree had 10 majors and the Bachelor of Arts in Music program had 17 majors. In addition, approximately 20 students are consistently enrolled as music minors throughout 2014-16. However, the graduation rates do not bear out the same numbers in each program, i.e. there are as many graduates in the Bachelor of Music in Performance degree alone, as in the Bachelor of Music Education and the Bachelor of Arts in Music combined. The faculty is aware of this and hoping to address the problem through greater student awareness of what the music education degree entails. As an example, we have added MUSED 165, Intro to Music Education to the Bachelor of Music Education curriculum and encourage enrollment within the first three semesters.

Sufficient Advanced Courses in Music Appropriate to Major

Each degree program currently offers sufficient advanced academic courses appropriate to the degrees granted in each area (see Curricular Tables). Low-enrolling advanced courses are offered on rotation, when appropriate.

4 See Section IV, MDP I.B, page 90.


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Requisite Advanced Ensemble Experience Advanced ensemble experiences are also offered. All music ensembles have high performance expectations and their requirements are appropriate to the major area of study. Because of the diversity of student abilities within a single large ensemble, smaller advanced chamber ensembles are offered. Students are challenged to pursue advanced opportunities in chamber ensembles, or to form their own individual ensembles, as their musical growth evolves. Ensemble opportunities include: A Cappella Choir, Chamber Choir, Symphonic Band, Chamber Winds, Orchestra, Chamber String Orchestra, Jazz Ensemble, Opera Workshop, Percussion Ensemble, Steel Drum Ensemble, and various small ensembles. In addition to majors and minors, the Department serves over 300 non-music majors per semester in general education courses, music ensembles, and applied lessons.

Appropriate Number of Faculty and Other Resources

To instruct and lead the above-mentioned students in courses, applied lessons and ensembles, the Music Department currently maintains a faculty of highly-qualified professionals numbering 8 full-time and 14 part-time faculty members, including adjunct applied faculty.5 There is sufficient training and a wide variety of expertise to cover the areas encompassed in the music curriculum. The instructional facilities, including faculty office/studios, classrooms, laboratories, rehearsal and performance spaces have all been updated within the past 10 years (some with intentional funding, and others because of the flood of June 2012) and are appropriate for a department our size. Resources to cover the size and scope of the programs offered have been appropriate and the School of Music has been well supported fiscally by the administration. Our scholarships have doubled in the past 10 years, though more support is always welcome. C. Finances

Financial resources are adequate and directly link to the purposes (mission, goals, and objectives) of the music unit and each of its specified degree programs. These resources are also suitable in relationship to the size and scope of the music unit as required by NASM standards.

The UW-Superior office of Administration and Finance has provided financial statements for the fiscal years 2014-16.6

5 See Section IV, MDP I.E, page 90. 6 See Section IV, MDP I.C, page 90.


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Sources and Reliability of Operating Income

The Music Department receives most of its financial support from these primary sources:

1. General Purpose Revenues (GPR): These are tax dollars appropriated by the state legislature, and tuition paid by the students attending the university. The Music Department receives an annual allocation of GPR funds to pay faculty/staff salaries and fringe benefits, student assistants, and departmental operating expenses. In addition to S&E (supplies and expenses), this 102 fund is used for faculty travel allocations, instructional supplies, recruitment costs, state music convention expenses, NASM expenses, and desired departmental larger purchases as funds allow at year-end. This is also where the additional funding of $35,000 from our Administration is located, a critical change since the last NASM visit in 2006.7

2. Segregated University Fees (SUFAC): These are student activity fees assessed for each student attending the university. This money goes into a fund that is controlled and allocated by the Segregated University Fee Allocation Committee (SUFAC), a student-run committee with a faculty/staff advisor. The fund is used to support extra-curricular activities such as athletics, intramural sports, and co-curricular activities such as music. The Music Department receives an annual allocation from this fund. It may be used in a variety of ways to support student ensemble operations which includes necessary honoraria for concerts, day performance tours, instrumental repairs and maintenance, some printing and copying costs. Requests for appropriations from the Student Activity fees (SUFAC funds) are made annually for 3-year projections (i.e. in 2016-17, we were requesting for 2019-20 funding). The allocations are based on a formula per student FTE per year. SUFAC allocations must be spent only on activities that directly benefit enrolled students, including student organizations such as NAfME and ACDA. The SUFAC funding has been stable for decades but is always subject to the decisions of a student-run committee as discussed above. We have been fortunate to enjoy that source of funding and a slight 3% growth most years.

3. Federal Work Study Funds: The Music Department regularly hires students who receive Federal work-study allocations. These student employees have such positions as Band librarian, Choral librarian, office assistant, recording technician, concert ticket manager, etc.

4. Music Lab Fees: These are fees charged to minors and non-majors for the study of applied music (UW-System policies prohibit extra charges to majors for required course work). This money is deposited into an account that is used to offset costs in the adjunct payroll for our adjunct applied faculty who teach those applied lessons. The amount of income varies each year depending on the number of minors and non-majors who register for applied study.

5. University Recital Series: The Music Department sponsors the annual University 7See page 10 for details.


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Recital Series of 6 different concerts featuring faculty and guest artists. The series is supported by individual and season ticket sales and donations. The fund is rarely depleted which allows for planning at least a year in advance if desired.

6. Concert Ticket Sales: The Music Department charges a nominal adult admission fee of $5.00 for all major and minor ensemble concerts Students are not charged admission. Select concerts have a $10.00 admission fee, including the Christmas Choral “Season of Song” concerts presented at the Cathedral in Superior, and the “Superior Voices” spring concert). This account has provided an extremely valuable source of revenue (average $8,000 annually) that is used primarily for two purposes: 1) to support the ensemble international tours, and 2) to provide extra funding for instrument purchases for the Department.

7. Donations from Individuals and Businesses: The University of Wisconsin-Superior Foundation has an annual fund drive which usually provides donations to the Music Department, often designated for the department to use for scholarships. There are also several endowed music scholarships that are administered by the Foundation. The Foundation Board has done an excellent job of managing and investing the funds, so this has been a reliable source of income.

8. Classroom/Laboratory Modernization Funds: This money is appropriated by the state legislature and allocated to individual campuses by the University of Wisconsin System Administration. The Music Department has received classroom/laboratory modernization funds in the past, but with the decreased state funding, this source of revenue has been essentially discontinued.

9. Honors Festivals: These include Chorfest, Tri-State Band, Tri-State Jazz, and the Honor Orchestra. Currently the expenses outweigh the revenue, so this is not a source of revenue for the Department. The deficit is covered by the Recruitment account within the 102 category of funds.

10. Capital improvement projects from state funds (such as the recent remodeling of HFAC 2133 (Rehearsal Hall) must be applied for through a lengthy and rigorous process of submissions and approvals by System administrative offices in Madison.

The GPR funding to the UW System has been repeatedly decreased over the past three biennia by Governor Scott Walker and the state legislature. UW-Superior has of course experienced our share of those cuts, but also has been saved from some of the harshest by virtue of our size, our value to northwestern Wisconsin, and our Chancellor’s close efforts with UW-System administration in Madison. Faculty however, have not seen any raises in many years, a fact that is very hard on morale at all UW institutions.

Balance of Revenue to Expenses

The Music Department has not had a deficit budget since the last NASM review (2006). There is careful monitoring of the account balances to maintain fiscal responsibility.


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Sufficiency of Regular Budget Allocations to Sustain the Program

In 2006, there was insufficient funding by the Administration directed to the Music Department, coupled with an overly heavy reliance on SUFAC (student-allocated fees) to operate the Department. Thanks to a deferral issue in the 2006 NASM Visitor’s Report, this tenuous situation was corrected in 2008 by Provost Christopher Markwood. We received an additional $3500 each year for 10 years (until 2018) to our base budget, resulting in a $35,000 total commitment that was critically needed for the successful operation of our department. Our current Provost, Jackie Weissenburger, has supported another 10-year commitment of $33,275 (slight reduction due to University-wide budget cuts).8 With that additional funding, the Music Department has sufficient funding for continued successful operation through the projected period of accreditation (until 2027-28).

Procedures for Developing the Budget for the Music Department

Procedures for developing the budget for the music unit involve internal planning with the Music Chair and the Department Associate, who review past spending practices and develop a plan for the following year. Faculty members are consulted to address needs related to their teaching and daily work. Funds are requested or reallocated as needs, expenses, and priorities develop and change. This process has worked well for the Department for many years.

Development Methods Including Fundraising Procedures and Results

UW-Superior has an Advancement Office which has overall responsibility for external fundraising. All development activities must be coordinated with the Advancement Office which in effect is the UW-Superior Foundation. The Foundation has a coordinated annual fund drive that is intended to raise funds for the benefit of the entire campus. For good reasons, separate fund drives by individual departments within the campus structure are discouraged. The Foundation's fundraising efforts have resulted in a number of endowed scholarship funds that benefit music students, in addition to some “pass-through” annual scholarships, or donations for unrestricted use as needed.

Since the last NASM visit (2006), annual music scholarships available (endowed and pass-through funding) have grown from approximately $11,000 to over $30,000. Endowment funds have also grown to the present amount of $383,854.9

Long-Range Financial Planning

With the additional funding since 2008 and a highly-visible presence, the Music Department enjoys a very high level of respect on and off campus. Sources of funding are as stable as one could predict in a state-supported institution. The Music Department should have sufficient funding for continued successful operation through the next projected period of accreditation (until 2027-28).

8 See letter of support in Section IV.MDP I.C, page 90. 9 See HEADS data report, Section IV, MDP I.D, page 90.


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D. Governance and Administration

Overview10 Chancellor of UW-Superior: Dr. Renee Wachter Provost/Vice Chancellor of Academic Affairs: Dr. Jaclyn Weissenburger (interim) Dean of Academic Affairs: Dr. Dean Yohnk Music Department Chair: Dr. Beth Gilbert The University of Wisconsin System is one of the largest systems of public higher education in the country, serving approximately 180,000 students each year and employing more than 40,000 faculty and staff statewide. The UW System is made up of 13 four-year universities, 13 freshman-sophomore UW Colleges campuses, and a statewide UW-Extension. Of the 13 four-year universities, UW-Superior has the smallest enrollment but serves the largest geographical area in the state. The Board of Regents of the University of Wisconsin System consists of 18 members, 16 of whom are appointed by the Governor subject to confirmation by the Senate. Two UW System student members are appointed for staggered two-year terms. The Board is responsible for establishing policies and rules for governing the system, planning to meet future state needs for university education, setting admission standards and policies, reviewing and approving university budgets, and establishing the regulatory framework within which the individual units operate with the widest degree of autonomy within the controlling limits of system-wide policies and priorities established by the Board. The Board appoints the President of the University System (currently Raymond Cross) and the Chancellors of the 13 universities and UW-Extension and the UW Colleges. All serve at the pleasure of the Board. The Board grants tenure appointments to qualified faculty members. The President and Chancellors of the University of Wisconsin System are charged with implementing Regent policies and with administration of the institutions. As executive heads of their respective faculties and institutions, the Chancellors are responsible for the administration of their units, including curriculum design; degree requirements; academic standards; grading systems; faculty appointments, evaluation, promotion and recommendations for tenure; and auxiliary services and budget management. Role of the Faculty in the UW System: Wisconsin law specifically provides that the faculty of each institution, “subject to the responsibilities and powers of the Board, the President and the Chancellor of such institution, shall have the primary responsibility for advising the chancellor regarding academic and educational activities and faculty personnel matters. The faculty of each institution shall have the right to determine their own faculty organizational structure and to select representatives to participate in institutional governance, except that the faculty of each institution shall ensure that faculty in academic disciplines related to science, technology, engineering, and mathematics are adequately represented in the faculty organizational structure.”

10 See Section IV, MDP I.D, page 90 for complete UW-Superior administrative organizational charts


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UW-Superior has a long history of active shared governance. Each department has a departmental representative to Faculty Senate, as well as Undergraduate Academic Affairs Council (UAAC). Music Department representatives are currently Brett Jones to Faculty Senate (also serves on the Executive Committee) and Richard Robbins to UAAC. They report on activities in Faculty Senate and UAAC as necessitated, and often bring issues for discussion to Music Department faculty meetings. All university faculty are expected to serve on committees; most Music faculty are on at least one committee; some are on several.

Fulfillment of Purposes of the Institution and the Music Unit The governance and administrative structures as described above, with active participation from all parties, serve to fulfill the purposes of both the institution and the Music Department. The mission statements of the Institution and the Department ensure that faculty and administration work toward common goals.

Assure Fundamental Educational, Artistic, Administrative, and Financial Continuity and Stability

The Music Department has enjoyed Chair leadership stability since 2006, while there have been several recent changes in university administration. Our Chancellor has been at UW-Superior since 2011, but the Interim Provost/VCAA and the Dean of Academic Affairs are both new as of Summer 2016. Even so, the transition has been relatively smooth and all parties are working together to ensure stability in educational, artistic, administrative, and financial operations at both the university and departmental level.

Show Evidence of Long-Range Programmatic Planning The University has a long-range Strategic Plan, called Superior Visions 2020.11 The Music Department also has a Strategic Plan in place to guide future decision-making.12 In addition, all degree programs and curriculum are regularly reviewed and updated as necessary to reflect changing standards at the university or state level, as well as to help our students meet the needs of a ever-changing job market. A perfect example of this is the addition of the new Music Business Certificate to reflect the changing needs and student interests.

Demonstrate a Primary Focus on Supporting Teaching and Learning The University of Wisconsin System and every campus, including UW-Superior, has a strong focus on teaching and learning. The size of our campus places teaching as the primary mission for UW-Superior, as opposed to the research focus more common at larger campuses. UW-Superior has a Center for Excellence in Teaching & Learning (CETL) which provides valuable support by offering numerous workshops throughout the year that focus on excellence in teaching. Faculty may apply for small grants for faculty development activities such as conferences that support teaching excellence. Teaching is also heavily weighted on all faculty annual performance evaluations, and considered as the most 11 https://www.uwsuper.edu/strategic-plan/upload/UW-Superior-Strategic-Plan.pdf 12 See Section IV. MDP I.D, page 90; the document is located on the referenced file.


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important priority of the 3 areas that must be evaluated (Teaching, Scholarship, and Service). The Educational Success Center (formerly Student Support Services) is devoted to support students in their studies.

Provide Mechanisms for Communication Among All Components of the Unit As a department with only eight full-time faculty members, the Music Department operates as a committee of the whole. The music faculty meets several times a month to discuss, debate, and vote on administrative and educational policies, as well as personnel matters when necessary. Any member of the music faculty can propose changes or modifications of administrative and educational policies. Proposed changes in the curriculum must be approved by the Department, the Undergraduate Academic Affairs Council, possibly other committees if it affects General Education or Teacher Education, and ultimately the Faculty Senate. Changes in administrative policy, depending on the nature of the change, may have to be approved by the Provost and the Chancellor. For example, a change of policy to charge a lab fee for a course would require approval of the Provost and the Chancellor because all lab fees are subject to strict guidelines set down by the UW System. Because of the relatively small size of our department, it is fairly easy to maintain effective communication among faculty, staff, and students. General announcements are often made in the weekly Recital Class on Fridays at 11:00. Students have easy access to all full-time faculty members as well as to many of the part-time faculty, and are encouraged to bring their concerns to the faculty, or to the Chair. The Music Chair maintains an open-door policy under which faculty and students are free to enter and express their concerns. When there are enough interested students, the Chair has enjoyed a Student Advisory Council for a semester or academic year. This has proven useful to bring student concerns forward, but is a challenge to find a common meeting time for students, as well as a commitment to attend. At present, there is not an active group, but hopefully there will be in the future.

Provide Sufficient Time and Staff for the Music Executive The role of Chair carries a very wide range of responsibilities. In the 2006 Self-Study, then-Chair Greg Moore advocated for increased release time for the Chair (25% at that time). Some of the biggest responsibilities of the chair include:

1. Allocate and administer the Budget within the department 2. Handle all Personnel Issues -- recruiting, hiring, retention, promotion 3. Assign advisors within the department and serve as academic advisor 4. Oversee curriculum review/updates within the department 5. Actively engage in scholarly and creative activities 6. Correspond with prospective students 7. Represent the department in meetings within the University, and with other music

administrators in the state 8. Teach an appropriate number of courses for load 9. Organize and chair the department meetings 10. Complete the annual report, as well as the annual HEADS Data report 11. Manage emails to the Department and the Chair


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The Music Executive’s excessive load became a deferral issue after the 2006 Self-Study was submitted. After discussions with Provost Christopher Markwood, the Music Chair was encouraged to utilize .50 release time (6 credits) for Chair duties. This was a much-needed improvement but in actuality, difficult to take full advantage of because of courses that had to be covered within the department. In 2015, with the Chair’s request and the Dean’s encouragement, an Associate Chair position was granted to share the load – 4 credits for the Chair, 2 credits for an Associate Chair. This has worked very well for the past two years with the ever-increasing demands and responsibilities. In the current arrangement of personnel, the Associate Chair is an untenured faculty member and therefore needs protection from potentially volatile budget and/or personnel issues. Therefore, he (Dr. Richard Robbins) does most of the writing of reports such as the Annual Report, and also the bulk of the 2017 NASM Self-Study for which the present Chair is eternally grateful. In a normal year (devoid of the Self-Study Report), this arrangement will work smoothly, and help immensely with the overburdened load of the Chair. There is one full-time departmental support staff, called an Academic Department Associate. She handles secretarial duties and manages the Music Office. Student assistants also provide some clerical support. Some are paid from federal Work-Study funds, and others are paid from budgeted Student Assist monies. E. Faculty and Staff

Qualifications The current Music faculty are highly-qualified professional musicians and teachers. Faculty members have areas of expertise that complement the curriculum needed for the degree programs offered. All of the 8 full-time faculty members hold the doctoral degree. Of the 14 part-time faculty members, 3 hold doctorates, 10 have master’s degrees, and one has a bachelor’s degree with significant professional experience. All areas of applied music instruction are covered by a specialist on the particular instrument being taught. Additionally, music faculty have been active in the Duluth-Superior Symphony Orchestra, Minnesota Orchestra, Minnesota Opera, Lyric Opera of the North, national music education organizations like NAfME, guest conducting, adjudicating, presenting at conferences, creating/releasing recordings, publishing, and much more. Faculty are also heavily involved in university self-governance with representation on Faculty Senate, Academic Affairs Council, Gen. Ed. subcommittee, and many more.13

Number and Distribution of Faculty

There are 8 full-time music faculty and 14 part-time (adjunct) instructors. In a small department like ours, all of the full-time faculty teach at least one academic course (e.g. music theory, music history, diction classes, instrumental techniques, etc.) in addition to applied lessons and related courses in their area of expertise. Those faculty who teach methods courses in the music education curriculum have undergraduate degrees in music

13 Music Faculty information may be found at Section IV, MDP I.E, page 90.


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education, as well as public school music teaching experience. Of the 14 adjunct faculty, 4 also teach an academic/lab course (e.g. Ear Training III and IV, Music Appreciation online, Music History I, and class piano) as well as teaching in their applied music area of specialization.

Appointment, Evaluation, and Advancement All full-time tenure-track faculty are hired through a national search procedure following published university guidelines.14 New faculty members receive a probationary tenure-track appointment with a rank appropriate to their qualifications and experience. A faculty member may serve a maximum of seven years on a probationary appointment. Probationary faculty must submit annual portfolios for evaluation for reappointment. This evaluation begins at the department level with a recommendation for retention or non-retention. That recommendation is forwarded to the Dean, then Provost, then to the Chancellor. During the sixth year of service a decision is made either to grant tenure or offer the faculty member in question a terminal contract for the seventh year. If the recommendation is to grant tenure, it is forwarded to the Board of Regents for action. This practice is consistent with most institutions of higher education in the country. All faculty are evaluated annually. There are several processes used to evaluate the effectiveness of the music faculty, of which the two most common are peer evaluation and student evaluation:

Peer evaluation: Annually, all faculty must submit a summary of his/her professional activities for the previous year in the categories of teaching, scholarship, and service. These submissions are then discussed by the full-time faculty in scheduled annual performance reviews (APR), voted upon in one of 3 categories (unsatisfactory, satisfactory, meritorious), and the results forwarded to the Dean and Provost. Teaching effectiveness is also observed in student evaluations, student public performances, and juries. Student evaluation: student evaluation of music courses is done every semester. Results are tabulated and written comments are typed by the Academic Department Associate, after which the results are given to the faculty member and the Department Chair. The faculty member can then determine what needs to be done, if anything, to improve the delivery of that course.

The University has published guidelines, such as minimum educational training and years of service, for promotion in rank and tenure. In addition to these guidelines, departments may develop their own criteria that relate specifically to the discipline and mission of the department.15 Applications for promotion in rank must be initiated by the faculty member.16 14 Found at: https://www.uwsuper.edu/hr/unclassified-staff/upload/SummaryFacultyProcedures13.pdf 15 Music Department Bylaws are referenced at Secion IV.MDP I.E, page 88. 16 All University personnel policies are detailed in the Unclassified Staff Handbook, Chapter


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Teaching loads

The standard teaching load at UW-Superior for full-time faculty is 12 credit hours per semester. In the Music Department academic courses such as theory, music history, counterpoint, etc. are treated the same as in other academic departments; i.e., a three-credit course equals three credits on the teaching load. For applied music and all minor ensembles, credits are calculated on a 3/2 ratio, i.e. three contact hours is equivalent to two credit hours on the teaching load. The 3 major ensembles (Choir, Band, Orchestra) are calculated as 4 credits on the teaching load. A sample teaching load for a music faculty member who conducts a major ensemble might be as follows: Course type Teaching load credits Academic courses (2 courses at 3 credits each) 6 credits Major Ensemble (4 credits) 4 credits Applied music instruction (3 contact hours = 2 credits) 2 credits Total l2 credits

Occasionally some faculty members may receive an overload contract for Distance Learning (online) instruction, but overloads in general are discouraged.17

Student/Faculty Ratio The Music Department has 8 full-time faculty and an average of 45 music majors, according to the annual HEADS data for the past three years. Therefore the ratio of music majors to full-time faculty is not quite 6:1 which is very favorable. However, the Music Department faculty serves many other university students, including minors and non-majors in academic classes, ensembles, and applied lessons. Overall, the Department serves 500-600 students per year in these capacities.

Graduate Teaching Assistants – N/A

Faculty Development University faculty development grants may be applied for on an annual basis. Awards are competitive and tend to favor those faculty who are presenting at a conference, especially non-tenured faculty who are trying to build their portfolios. It is difficult for a tenured fulltime faculty member to obtain supplementary funding to attend state and/or national conferences. The Music Department has allocated $500 annually for each full-time faculty member to use for professional travel. Faculty do not need to be presenting to receive this allocation. Most use the funding to attend appropriate professional conferences. With the rising costs of airfare and hotels, this is an area that could be improved, though the Music 7, which can be found at the following website: https://www.uwsuper.edu/hr/unclassified-staff/handbook/index.cfm 17 Please consult page 4 of the Music Department Personnel Policies, for further explanation of Workload Policy and Expectations, referenced at Section IV.MDP I.E, page 91 and located on the USB flash drive at NASM -> Section IV -> MDP I -> E. Faculty and Staff -> Faculty Policies.pdf


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Department has more funding allocated to faculty travel than many other departments in the University.

Support Staff The Music Department is fortunate to have a dedicated full-time Academic Department Associate. She (Andrea Yezek) not only supports the Chair of the department, but also handles secretarial duties and manages the Music Office. The job involves a lot of multi-tasking and includes answering emails, telephone calls, maintaining departmental budgets, supervising student assistants, scheduling new student auditions, preparing all concert programs, and a myriad of other responsibilities encompassed in the day-to-day operation of the Music Department. Student assistants provide valuable support in various ways -- clerical help in the Music Office, librarians for the major ensembles, band instrument inventory, concert ticket sales, ushers, and more. Technical staff includes a piano tuner/technician who is paid from the Music Department's operational budget on a per service basis. The department also employs a tuner/technician (as needed) for the three pipe organs on campus. They are paid in the same manner as the piano technician. And finally, the University has a Technology Services staff, highly-qualified and eager to help any faculty member or department.

F. Facilities, Equipment, Technology, Health, and Safety

The following narrative shows that the Music Department meets NASM Standards regarding facilities, equipment, technology, and health and safety, in relation to the needs of music students, general students, and music faculty, and in considering UW-Superior’s curricular offerings and curricular levels.

a) Location of Facilities: Most of the music department facilities are located in the Holden Fine Arts Center, with the exception of the Thorpe Langley Auditorium and Opera Workshop studio (OM 322), located across campus in Old Main. Music facilities serve majors and non-majors in ensembles and courses that fulfill general education requirements, along with music courses required for education licensure for education majors. Most instruction for classes takes place in facilities controlled by the Music Department. Some general education courses are scheduled in a lecture hall (HFAC 2125) in the Communicating Arts area of the Holden Fine Arts Center.

b) Teaching Facilities and Offices: The teaching facilities within the music department include three classrooms with access to technology such as computers, video projectors; and a Clavinova piano lab with a capacity of 12 students. These classrooms for music academic courses (such as theory and music education), as well as ensemble sectionals and chamber ensemble rehearsals. There are fourteen faculty teaching studios. All full-time faculty have an office that doubles as a teaching studio.


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Each full-time faculty office also has a computer with internet access and a piano by request. There are six offices designated for adjunct studio teaching that are assigned to faculty based on specific needs including access to a piano, acoustical accommodations and appropriate space. These adjunct offices do not have any built-in technology resources, although wi-fi access is available throughout the Holden Fine Arts Building.

c) Practice Rooms: There are thirteen general practice rooms with pianos, and three without. In addition, there are three Steinway grand piano practice rooms for music majors with piano as their major instrument. There is a percussion practice room in addition to the percussion studio. For organ students, there are two organ practice rooms along with student access to the performance organ in Webb Recital Hall.

d) Small Ensemble Rehearsal Rooms: Small ensemble and sectional rehearsal facilities include classrooms, and a newly acquired space that was previously an underutilized room in the Communicating Arts area of the Holden Fine Arts Center (HFAC 1124). This room received acoustical sound absorption treatment to create a safe environment for instrumental groups. The newly acquired room will allow groups that need greater sound absorption treatments an option that meets safety expectations for sound levels. A classroom in Old Main reassigned to the Music Department has been designated primarily for Opera Workshop rehearsals and storage of sets for productions. The proximity of this classroom to Thorpe Langley Auditorium (the primary auditorium for large ensemble performances) facilitates efficiency of transitions from rehearsals and set building to the performance space.

e) Large Ensemble Rehearsal Room (HFAC 2133): The UWS music department has one large ensemble room that serves most major and minor ensembles. As the Orchestra and Jazz Band meet at the same time, Thorpe Langley Auditorium has become a rehearsal space for the orchestra, in addition to the Opera Workshop. The large ensemble room underwent a major renovation in 2016 thanks to a technology and renovation allocation from the UW System. Elements of the renovation included acoustical treatments that allow for custom acoustical settings for each ensemble; video and audio recording; internet access; new risers for choir and jazz ensembles; and new choir and instrumental chairs.

f) Performances Spaces: Performance spaces include the 104-seat Webb Recital Hall for solo and chamber concerts, and the 670-seat Thorpe Langley Auditorium for large performances. The Webb Recital Hall, located in the Holden Fine Arts Center, contains a 31-rank Schlicker pipe organ and a Steinway B grand piano. This hall features audio recording capability. The Thorpe Langley Auditorium, located in Old Main, is used for performances by the Symphonic Band, Chamber Wind Ensemble, Orchestra, A Cappella Choir and Chamber Choir, Opera Workshop, Percussion Ensemble, and Steel Drum Bands. The Auditorium houses a 9-foot Steinway concert grand and a smaller grand piano for ensemble use. This hall is a multi-use facility for the university but falls under the Music Department as the managing department. Technology includes a back lit projection system and an amplification system. The recording equipment for Thorpe Langley Auditorium, Webb Recital Hall and all off-campus performances was updated to current recording formats and technology in


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2016. Recording microphones were updated in the Webb Recital as well. Stage lighting in Thorpe Langley has been updated to incorporate the use of LED technology.

g) Off-Campus Performance Spaces: Off-campus performances occur at several locations, including two churches close to the UWS campus. The Jazz Band and jazz combo concerts are usually held off campus.

h) Ensemble Libraries: The ensemble libraries include Choir (HFAC 1107), Band & Jazz (HFAC 2135), and Orchestra (HFAC 1111). Each library includes the music holdings, a computer with a printer, and appropriate shelving/filing cabinets for sorting. In 2016 the department purchased a shelving system for the band and jazz libraries due to the need to address the inadequate and inefficient storage practice using filing cabinets. The new system provides appropriate specialized storage for music with efficient use of space. The current library spaces for the orchestra and choirs have been measured and schematic sketches have been submitted for upgrading these libraries in the near future.

i) Instrument and Supply Storage: Current storage facilities are adequate for the needs of the department. These facilities are located in the following rooms in the music department:

a. Woodwinds: HFAC 1164 (humidity controlled) b. Strings: HFAC 1140 (humidity controlled) c. Low brass and baritone saxophones: HFAC 1137 d. All other woodwind and brass instruments: HFAC 2136 e. Storage facilities for office supplies is located in the Music Department office

(HFAC 1101)

j) Computer Classrooms for Student Use: Computer facilities for students are in two locations in the Holden Fine Arts Center. There is a computer lab in HFAC 1183 that all university students can access, featuring both Macs and PCs, with access to music software like Finale, Ableton, Audacity, and MuseScore; a MIDI controller is installed on one of the computers. A second location, in HFAC 1105, is labeled a dedicated MIDI lab. Two Macs are used for video and audio editing of concert and recital performances, both for archives and for performers, and access to Finale is available for student use. A PC in the room is available to students for the use of specialized marching band drill-writing software.

k) Department Support of Equipment and Technology: The Music Department uses budget allocations for maintenance and replacement of instruments. Three accounts are commonly used for this purpose at the end of spring semester, after departmental needs are prioritized by the faculty as a whole. The accounts most commonly used are:

a. SUFAC account (128-058060) for instrumental needs to support any of the student ensembles (Band, Orchestra, Jazz Band, Percussion Ensembles)


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b. Music Recruiting (102-058006) for any instrument that might be needed to attract an incoming student (i.e. bassoon in 2015), or that enhances the inventory quality.

c. Music Departmental Instructional Support (102-058027) for anything that would support continued quality instruction. This typically holds the greatest balance (@$20,000)

Additionally, the music department has approved the purchase of software and hardware for such specialized courses as marching band techniques, ear-training, and music technology.

l) Health and Safety: Information on protecting hearing health and neuro-musculoskeletal health is addressed in a variety of ways, including posted NASM-PAMA information sheets in prominent places in the music department. The music department provides complimentary ear plugs by request to any students that participate in music ensembles and classes. Issues of health and safety are addressed in ensembles and private lessons, and in sessions on body mapping offered by adjunct faculty member Melanie Sever, who is recognized as an expert. Students are aware of her services and are often referred to her for consultation, evaluation and scheduled sessions to address concerns. To ensure that all students are well-informed, the Music Department is continually exploring ways to disseminate this information in a more deliberate way. Future plans include dedicated presentations in recital class; printing specific information in studio syllabi on the importance of health and safety in technical development and hearing protection; and resources for acquiring professional, customized hearing protection.

m) Campus Safety: The UW-Superior Office of Campus Safety is charged with enforcing all Wisconsin statutes and providing safety services to our campus and local community. The Campus Safety office:

A. Serves and protects students, employees, visitors, and our university buildings and lands, striving to ensure a safe working and studying environment for all.

B. Conducts walking and vehicle patrols of the campus on a 24-hour basis, with all buildings and lands being randomly patrolled on a continuous basis.18

G. Library and Learning Resources19

The University of Wisconsin-Superior library holdings and/or electronic access are sufficient to fulfill the Music Department’s mission, goals and objectives. While the library and campus experienced a catastrophic flood in 2012, during which time the library lost its general collections, the library has substantially recovered from the event. A concerted effort has been made to acquire and replace all lost materials while also continuing to maintain appropriate growth, especially through acquisition of online resources that increase access to authorized users. These resources are sufficient for the size and scope of the Music 18Source: https://www.uwsuper.edu/safety/index.cfm 19 Information for this NASM Self-Study entry was compiled by Professor Laura Jacobs, Interim Library Director and Music Liaison, Jim Dan Hill Library


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Department, complementing the nature and levels of the total instructional programs offered, providing incentive for individual learning, and supporting research pursuits of the faculty.

Overall Requirements

The Jim Dan Hill Library is the primary library for the campus and for music students and faculty at the University of Wisconsin-Superior. The library seeks to provide facilities, services, and personnel that support the curricular mission of the Music Department and of the University, and monitors proposed changes to meet resource needs. Each academic department is assigned a librarian liaison who communicates with the department on resources held in the library, solicits and receives requests for materials, and provides targeted instruction regarding the library’s music resources. The current library liaison to the Music Department is a Professor of Library Science and possesses a general background in music. The collections provide access to print and electronic scores, audio-visual materials (including CDs, DVDs and streaming services), listening and viewing facilities, and research materials in print and electronic formats. The librarian is available for individual consultation for students and faculty and for organized classroom Information Literacy instruction.

Governance and Administration

Music resources are selected as part of the general library Collection Development area within the library. The Music Liaison reports all requests to the Collection Development Librarian, who in turn reports to the Library Director. The Library Director reports directly to the Provost and Vice-Chancellor for Academic Affairs of the university. The Music Liaison is responsible for all collection development activities related to music materials, and collaborates with library staff and the Music department to develop policies and procedures specifically related to the music collection.

Collections The Library maintains an ongoing collection development program that offers a wide variety of materials to students (undergraduate, graduate, and general) and to faculty and staff including print and electronic books about music, scores, sheet music, print and electronic reference materials, sound and audio-visual materials, and access to music databases that support the Music Department. To ensure the broadest search ability to users, cataloging assistance was contracted from OCLC to provide appropriate music specialist knowledge during post-flood collection rebuilding. The Liaison Librarian makes acquisition, preservation, and materials replacement decisions in consultation with faculty in the Music Department under the general policies and procedures of the Jim Dan Hill Library. The Library Liaison frequently communicates with the Music Department faculty and staff regarding individual requests and needs, including those necessary for teaching virtually and in the classroom and studio, as well as for research purposes. The University requires that all curricular changes sought by departments shall determine whether the library has adequate resources to support courses prior to their approval by the University. Costs and important acquisitions for projected offerings and levels are discussed and negotiated between the department and the library.


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Materials are provided by the library in all formats. The Music Department has access to electronic databases and reference sources, including Oxford Music Online, Music Online: The Garland Encyclopedia of World Music, Music Index, Humanities International Complete, Web of Science Core Collection, and Credo. Print reference materials are also available. Print and electronic scores and sheet music, recordings and other audio-visual materials in different formats (CD, DVD, Bluray) and commercial streaming services such as Naxos Music Library, Music Online: Classical Scores Library, and African American Music Reference, are provided by the library. General streaming video services, including Kanopy and Films on Demand, are available as well. The library purchases and subscribes to e-books, with over 1,000 print and 1,800 e-book titles in music currently available through the library catalog. Students and staff can expand their catalog search, gaining access to holdings of the University of Wisconsin Library Consortia through its Resource Sharing service, extending resources to 161,293 items, including 47,282 scores. The library also participates in Interlibrary Loan Services that provide access to materials from thousands of OCLC partner libraries. Course Reserves for print and audiovisual materials are available, and electronic course materials can be embedded from the library directly into course shells for audio streaming.

Personnel As a library in a small, public liberal arts university, the Jim Dan Hill Library does not have subject specialists. However, the current Interim Director and Music Liaison has a general background in music. The Liaison is a full Professor in Library Science and has taught for 20 years. She holds a BFA in Fine Arts, an MA in Library Studies with specialization in the Humanities, and an MLS in Liberal Studies. The Music Liaison communicates with the music faculty and staff members regarding curricular and course needs, library resources, and available library support services for its faculty and students. She provides specialized instruction for Music upon request.

Access and Services The Jim Dan Hill Library is open 70 hours per week during regular terms, with reduced hours during interim and summer sessions. Access to electronic resources is available year round 24 hours per day, seven days per week. The library’s physical holdings, regardless of format, may be found through the library’s online public access catalog, “Search @ UW”. The same catalog may also be used to search and request delivery of holdings from across the entire University of Wisconsin Library System. The library’s homepage also provides access to the library’s subscription databases as well as to the OCLC union catalog with its thousands of participating libraries. It should be noted that, in response to the 2012 library flood and lacking a music specialist, the library contracted with music catalogers at OCLC to provide catalog records to our scores and parts in order to ensure appropriate metadata for all materials. There are photocopy machines and scanners available in the library for use by the entire university community. The library provides access to materials held in other libraries through both Resource Sharing (UW System) and through Interlibrary Loan. Through a local


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consortia arrangement, students and staff may also use the resources at other area college libraries, including The College of St. Scholastica, the University of Minnesota-Duluth, and Lake Superior College, all in Duluth, MN; and Northland College in Ashland, WI. The Music Liaison Librarian offers group Information Literacy sessions upon request of the faculty and staff, maintains focused Research and Course Guides for the Department. The Research Guides incorporate links to both the library’s holdings and to numerous high-quality free music resources, and provides special focus on copyright and fair use for musicians. The liaison is available for one-on-one instruction and consultation to students and faculty on a daily basis.

Facilities The Jim Dan Hill Library was entirely renovated in 2009, providing inviting space for single and group study throughout. A quiet floor is designated for serious study. Study rooms of varying capacity are available during all open hours, and are each equipped with appropriate furniture, whiteboards, large screen HD flat panel television monitors, DVD/Bluray players, and computer links for projection and streaming access. The ‘commons’ area contains 30 general access computers equipped with sound cards, full Microsoft Office Suite, and access to all resources; commons computers are networked to printers in the commons area. The entire library provides wireless access, and students can reach their personal server storage from all computers. An additional 20 laptop computers are available for use throughout the building. Headphones are available for checkout at the Public Service Desk on the library’s main floor. Print reference materials and listening CDs are also provided near the Public Service Desk. Educational materials (pre-K – 12) are on the 2nd floor, segregated from the general collection. The general collection, including print periodicals, scores, sheet music and books are found on the Garden (lower) level.

Finances The Jim Dan Hill Library’s Collection Development unit assigns a portion of the acquisitions budget to each academic department using a standard formula to compute the allocation. The Music Liaison employs CHOICE with Reviews from the Association of College & Research Libraries (ACRL) to aid in the selection of literature on music, with focus on music curricula and choosing publications deemed ‘essential’ or ‘highly recommended’. The librarian seeks specific requests for scores and sheet music directly from faculty and staff, as well as approval for subscription databases, such as Naxos, to ensure proper curricular alignment. Recovery from the library’s June 2012 flood began immediately after the event. The library acquired journal back-files for its subscriptions primarily through electronic means, such as JSTOR. The library replaced all physical materials that had previously been acquired between 2000 and 2012 and sought replacement of materials still available from earlier periods. Rare materials were generally not replaced, as the overall costs were prohibitive. However, a significant portion of scores and sheet music were still in print and were replaced. In


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addition, the typical acquisitions budget for each department was doubled for new acquisitions during the flood recovery period, 2012-2015. The 2015 purchase of the Classical Scores Library allowed increased electronic access. It should be noted that the library’s budget for both acquisitions and staff has been adjusted for the past 4 years based on the availability of insurance settlement funds. Continued inflationary pressure will affect how long the settlement funds will last. The campus also works collaboratively with the Consortia of UW Libraries (CUWL) on collection development. The CUWL Collection Development Committee receives funds from the UW Board of Regents to support subscription and/or purchase of “core” resources that might otherwise be out of financial reach to individual campuses. Such selections also free local library budgets for use towards unique resources, such as online Classical Music Scores. The library is currently seeking a more effective budgeting model in order to account for increased reliance (across all disciplines) on electronic access to subscription journals and other electronic resources. This will allow the library to sustainably support the university’s curricular and research needs into the future. H. Recruitment, Admission-Retention, Record Keeping, Advisement, and Student Complaints

Accuracy and Integrity of Recruitment and Admission Programs All recruitment practices and promotional materials put forth by the university and by the Music Department accurately reflect the reality of the curricular offerings. Clear descriptions of degree programs and requirements are detailed in the University’s Course Catalog.20 This is further accomplished through face-to-face, email, and phone interactions with prospective students, as well as through printed promotional materials and advertising. Recruitment materials and advertisements are clear that the curricular offerings include a Bachelor of Arts in Music degree, a Bachelor of Music Education degree, and a Bachelor of Music degree in Performance as well as a Minor in Music and a newly-created Music Business Certificate. Further, they offer insight into facilities, past guests, international touring, and student experiences. 21 Clearly, the music department is in compliance with NASM Handbook II.H.1.a. The Music Department requires a performance audition prior to admittance into the music program of study.22 If a student does not show an aptitude for success or adequate preparation, that student is either denied admittance into the music program, or is provisionally accepted. Usually this requires a successful first semester in music coursework

20 See https://www.uwsuper.edu/catalog/2016-17/undergraduate/music_catalog1789229#heading1789229o 21 See ads found in Section IV, MDP I.H, page 103 and our YouTube departmental recruitment video at https://www.youtube.com/watch?v=7UgxIVak4bQ 22 Admission requirements for music may be found at https://www.uwsuper.edu/catalog/2016-17/undergraduate/music_catalog1789229, and further audition information found at https://www.uwsuper.edu/acaddept/music/prospective-students/auditions.cfm


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and success in applied study as evidenced by the performance of an adequate jury at the end of the semester. All music majors are required to achieve a level of performance worthy of an upper classman prior to graduation. This is done through an advanced standing jury, often at the end of the student’s sophomore year.23 All students must achieve advanced standing to graduate with a music degree at UW-Superior (see degree requirements for specific requirements for each degree). Students wishing to pursue a BME degree are required to apply for acceptance into the Education program (usually in the sophomore year). Students wishing to pursue a performance degree are required to take an additional audition to be accepted as a performance major. This audition usually consists of a lengthened performance jury where the student illustrates their aptitude and preparation on their instrument. Therefore, the music department is in compliance with NASM Handbook II.H.1.b. All music faculty at UW-Superior are involved in the recruitment of music students. The department has a recruitment budget that is used to send ensembles to perform at schools, covers faculty travel expenses for school visits and to be representatives of the department in booths at conventions. The account also pays for promotional materials and helps fund honor festivals. This recruitment budget is controlled by the department chair with input from the music faculty regarding recruitment opportunities. There are no fees or rewards associated with recruitment in any way, though there is an overriding expectation that all faculty will help with recruitment efforts. The UW-Superior Music Department is in compliance with NASM Handbook Standard II.H.1.c. UW-Superior admits students to programs for which they show an aptitude for success. First, the UW-Superior Admissions Office vets student for academic merit through their GPA, test scores, and class rank. In addition to academic factors, the Admissions Office considers college prep credits and non-academic factors when admitting students.24 As already stated, the Music Department requires a playing audition prior to admittance into the music program of study. The assessment piece for this audition mirrors the assessment used for juries and advanced standing.25 Further, student advising is controlled by the Music Department and is supported by the Advising Office.26 Faculty members have received training through the Advising Office and help students achieve timely graduation. Degree requirements are built around departmental goals and objectives (see catalog: goals and objectives for music department) that students, having fulfilled all requirements toward degree, successfully attain. Further, to aid in clear advising, the Music Department developed and/or refined clear 4-year pathways of study for each degree plan for student advisees. In view of these connections between admissions evaluations and advising services to the departmental goals and objectives, UW-Superior is in compliance with NASM Handbook Standard II.H.1.d.

23 See music catalog for more information, referenced above 24 See Admissions webpage: https://www.uwsuper.edu/admissions/freshmen/freshmen-admission-requirements.cfm#_1_794325) 25 See jury sheet found in Section IV, MDP II.B, page 108. 26 See Section IV, MDP I.H, page 103.


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The UW-Superior Music Department provides course offerings that are appropriate for the degrees offered (see degree requirements in Course Catalog). Most academic music courses are offered every year. Lower enrolling upper-division courses are offered on 2-year rotation. Performance opportunities abound for students to advance in their musicianship. Both large and small ensembles are offered on a regular basis (instrumental and vocal – see course offerings). Abundant practicum opportunities are built into music education courses to allow students hands-on experience in their chosen field of music (see course syllabi for music education courses). Just over two years ago, the university as a whole went through a program prioritization process. As a result of this meaningful exercise, the music department took that opportunity to analyze curricular deficiencies and excesses. This resulted in strategic reductions in the curricula that allowed for courses to be offered that had not been offered previously (including MUSI 200: Music Technology, MUSED 165: Intro to Music Education, and MUSI 381: Conducting II). Therefore, it is clear that UW-Superior is in compliance with NASM Handbook Standard II.H.1.e and that the department offers requisite coursework and experiences at the appropriate level for all students enrolled.

Rigor and Fairness of Retention Policies and Their Application Retention is of utmost importance to our department. Because of our smaller size, one of our biggest strengths is working one-on-one with students to help them achieve their highest potential. We strive to create an atmosphere of collegiality and belonging that we have seen positively impact our retention efforts. Students are given two chances to pass music core courses with a C- or better. This also applies to Advanced Standing juries and recital hearings. Failure to pass any music course on the second attempt (or the Advanced Standing/recital hearing) results in suspension from their chosen music major. While our goal is to retain as many students as possible, there are cases where the student would be better served in a different major. We excel at advising these students into a major with a “better fit”, keeping those students at UW-Superior and in many cases keeping them as music minors. Our ability to help students succeed, or at time times help them choose a field that is better suited to them, illustrates that our retention policies are appropriate to the curriculum. All students and faculty receive a physical packet of clearly-defined Music Department policies and guidelines each year. This packet is posted on the departmental webpage and includes information regarding retention policies.27 Further, these policies are discussed with students in Recital Class (MUSI 150) and posted on the bulletin board outside of the Music office. These policies are applied equally to all students for every music class and music degree program. They are enforced every semester. Students are informed at the very beginning of study about the policies regarding the retention requirements for the music degrees. In the event that a student is unable to pass a music class/advanced standing jury after two attempts, the chair or faculty advisor has a 27 Music Department policies and guidelines are available online at https://www.uwsuper.edu/acaddept/music/current-students/index.cfm


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meeting with the student to discuss the student’s suspension of the major, and to help the student find a different academic.28

Effectiveness of Record Keeping There are many ways that UW-Superior and the Music Department maintain accurate and up-to-date records of each student’s educational progress. Through our advising, we have access to student grades and current progress reports that can be accessed at all times online through E-Hive. Records of physical programs and recordings (digital and CD) of performances that are required for the degree (including MUSI 150 Recital Class performances, junior recitals, senior recitals, and capstone recitals, when applicable) are kept in the Music Department archives, in HFAC 1101. When filling out jury forms, applied teachers are required to list all repertoire studied during that semester for each student. This information is also stored in the Music Department archives. It is evident that the UW-Superior Music Department is in compliance with NASM standards II.H.1.h.

Effectiveness of the Advising System for Music Students Music student advising is done primarily through the Music Department and secondarily through the Advising Office. A Memorandum of Understanding was recently established between the Music Department and Advising Office that established this current arrangement of collaborative advising, though most departments on campus now use centralized professional advisors as primary advisors for freshmen and sophomore students. Program content is clearly defined in the course catalog, which is updated every 1-2 years. 4-year plans to degree completion are available to music students through the department, online, and through the Advising Office.29 Clearly enumerated plans of study are accurate and take into consideration rotating courses. Goals and objectives for music majors are clear and are present in the course catalog. All curricular offerings support these goals and objectives and are assessed on a regular basis.30 Further, the advising of students is discussed in faculty meetings with extra support being given to some students if evidenced by poor academic performance in music core courses. Freshmen students are given a course registration form and schedule that clearly lays out required music courses.31 Finally, career options and future studies are constantly discussed formally and informally through advising as well as being one of the topics discussed in Recital Class. Lists of career possibilities are also posted on the Admissions website.32 Therefore it is clear that UW-Superior Music Department is in compliance with NASM standards II.H.1.j. 28 Refer again to Music Department policy document, available online 29 see 4-year plans on the Music Department Website: https://www.uwsuper.edu/acaddept/music/current-students/index.cfm 30 See section III.B, page 78. 31 See section IV, MDP I.H, page 103. 32 See https://www.uwsuper.edu/admissions/majors-minors/music_majorminor1753004


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Student Complaints Student complaints are taken seriously in the Music Department. Student complaints are sent to the department chair and may be taken to the faculty for discussion. There have been times when a group of students were invited to a meeting to discuss concerns. In an attempt to be proactive about student concerns and observations/suggestions, the department chair encouraged the development of a Student Advisory Committee that was formed in 2013 to give the music students more of a voice in departmental decisions. Though this group is not currently active some good fruits were the result of the input of the music students. For example, their observations lead to cleaner practice rooms, the ability for student recitals to occur on weekends and departmental social events.33 I. Published Materials and Websites

Published and online materials created and distributed by the University of Wisconsin-Superior and the Music Department meet the standards set forth by NASM with regard to clarity, accuracy, and availability; comprehensiveness; documentation of connections with registration, certification, and licensure; and claims regarding student and department achievements.

Clarity, Accuracy, and Availability Materials distributed by UWS and by the Music Department are clear, accurate, and readily available to students and the community. The most important sources of information include the University Catalog, which is revised every other year and made available online from the Registrar’s Office; the Student Handbook, which lays out policies regarding academic and social conduct; and the Music Department Policies handbook, which lays out requirements and protocol regarding student advancement within the degree and the completion of requirements for the Music Department. The UW-Superior website, and specifically the Music Department website, provides electronic versions of forms and procedures for students, faculty qualifications, performance and recital calendars, ensemble opportunities, news and events, and information about auditions and scholarships especially suited to prospective students. The UW-Superior Admissions and University Relations offices also produce material advertising the music department. Music Department, Admissions, and University Relations (also known as University Marketing and Communications) materials are checked for accuracy by their respective staffs. The website is maintained under the auspices of the University Relations department, by webmaster Mike Twining.

Comprehensiveness The published and online materials available to students and the community at UWS meet the NASM standards for comprehensiveness. The online catalog, student handbook, and department policy handbook and website provides information regarding the purposes, size

33 University protocol and procedure for student complaints may be found at https://www.uwsuper.edu/provost/universitywide/uw-complaint-process.cfm


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and scope, curricula, faculty, administrators, locale, facilities, costs and refund policies, conduct regulations, requirements for admission/retention/degree/credential completion, course descriptions, academic calendar, grievance procedures, accreditation status, and credit definitions and policies. The Music Department Policies and Guidelines handbook further describes procedures for the following: applied lessons, advanced standing, juries, recital class attendance, recital class performances, student recital procedures, ensemble requirements, the music department bulletin board, instrument rental, lockers, music copying and copyright law, MIDI lab policies, the library and music holdings, after-hours passes, practice room rules, grading policies and timelines, attendance, dress code, and piano proficiency requirements. Additional materials, easily accessed in the “Current Students” section of the Music Department website, highlight course planning, advising, recital forms, and course rotations.

Documentation of Connections with Certification and Licensure The UWS Teacher Education Department (TED) and the Music Department state clearly the certifications and licensures connected with the degree in Music Education upon completing the appropriate curricula. Publications and online materials are constantly reviewed and kept current based on requirements from the state of Wisconsin’s Department of Public Instruction.34

Published Claims Regarding Achievements

News on the achievements of faculty and students is shared via Campus News, published online by the University Relations department. News is reviewed for accuracy by the University Relations department, and may be specifically tagged for a department, to be featured on the news feed for a department’s webpage. The achievements of current music students and Music Department alumni are featured in spotlights by University Relations, and also through social media sharing via the Music Department’s Facebook and Twitter pages. Music Department achievements are highlighted in admissions and recruitment materials, produced by the Admissions, University Relations, and Music Departments. Claims found on these published materials have been reviewed by music faculty. Outstanding students are also recognized in special scholarship recitals, such as the annual Matinee Musicale Awards Recital; Clef Society Scholarship Recital; in community concerts as teachers and in Academic Service-Learning opportunities organized through the Music Education program; as student ensemble directors and assistant directors; and as winners of the yearly Concerto Competitions.

34 Found at https://www.uwsuper.edu/acaddept/edl/ted/index.cfm


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J. Community Involvement

The Music Department at the University of Wisconsin-Superior (UWS) has a long history of civic engagement. In mutually beneficial collaborations with community professional musicians and arts organizations, the UWS faculty and students provide the Twin Ports with a variety of performances and events where faculty, students and community musicians perform concerts that are open to the surrounding Northland communities. More than 80% of the UWS Music Department faculty members are members of the Duluth-Superior Symphony Orchestra (DSSO) with several faculty members in leadership roles: concertmaster, chorus master, rehearsal pianist. Students and faculty participate as members of a second local orchestra, the Mesabi Orchestra. Annual events offered by the faculty, students and guest artists include the University Faculty Recital Series, Superior Voices, Opera Workshop Performances, and four large festivals for high school students that draw from several communities across three states: Tri-State Band Festival; Tri-State Jazz Festival; Chorfest; and Honors Orchestra. At times, collaborative projects with local and regional schools result in concerts with and for K-12 students. Additional collaborations with community organizations provide degree-based experiential learning for students. Internships provide opportunities for students to perform alongside faculty members in productions by Lyric Opera of the North. Choral education internships are also available with Lake Superior Youth Chorus, the Duluth-Superior Symphony Chorus, and local theatre performing groups. The UWS Music Department supports a Music Conservatory program whereby university students provide private instruction and performance opportunities for children, youths and adults in the community. The university provides teaching and recital facilities for the program. Academic Service-Learning (AS-L) as part of music education general music methods courses is another vein of civic engagement that serves and benefits local schools and UWS pre-service teacher education. AS-L is one of 5 high impact practices promoted by UWS. The Department of Music at UWS has excelled in this university initiative. In a unique “community of learners” model of AS-L as part of field experience in educator preparation, school educators, children and youth in schools, professor of education, and UWS students of general music education work together in project based-music education and in ongoing school and community programs. Under this model, students in general music and integrated music methods classes progress through a series of levels of educator responsibilities: from participant-observer to lead planner/educator. During the course of the field experiences at the teaching and learning sites, higher education students develop hands on skills and understandings including: how to plan, carry out and assess sequentially ordered, interconnected instruction in music; strategies for navigating and facilitating whole group and small group learning; classroom management; and in some program designs, how to integrate music across areas of curricula. The pre-service educators also experience the dynamics of professional and collegial relationships. A valuable aspect of the field teaching experience is reflection. After the initial planning and preparation for the field teaching in the methods class, throughout the duration of the fieldwork, students meet in the classroom to discuss the daily happenings, to receive and discuss feedback from the professor and peers, and to continue the sequential planning


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process and modifying according to the daily experiences with the children or youth at the teaching and learning site. Since most of the field teaching experiences are conducted in general music classrooms or as school-site programs where all children are invited to participate, this model of fieldwork offers higher education students authentic teaching and learning experiences in authentic contexts. A good example of one of the annual programs offered most semesters is the 4Kmusic education program. The expansion of public school education to include age 4K is fairly recent in the state of Wisconsin. In alignment with recent research in early childhood music education, the Wisconsin Association for Music Education has targeted a need for formal music education in 4K age children. In Superior School District, 4K centers do not have a formal music education program. To address this need, UWS Music Education Coordinator Dr. Lois Guderian and pre-service educators provide children in the 4K segment of public schooling weekly music education integrated with the themes of learning chosen by their classroom educator. For AS-L activities scheduled outside of the regular school schedule, families in the school are notified that all children are encouraged to attend. There are no required auditions or fees. The objective is to offer additional opportunities for music education for all children or youth who have the desire or interest to participate, and to support the music education programs in the school. Some programs, such as the Superior Community Youth Choir for 4th and 5th graders include opportunities for multiple age groups across schools and community. 35

K. Articulation with Other Institutions

There are no transfer or articulation agreements specific to the Department of Music. University policies regarding transfers and articulation agreements between UW-Superior and other universities, including UW System colleges, community colleges, tribal colleges, technical colleges, military programs, and other institutions, are clearly stated online.36

35 For more information and websites documenting AS-L initiatives, please see Section IV.MDP I.J, page 106. 36 Articulations and transfer arrangements found at: https://www.uwsuper.edu/admissions/transfers/transfering-credits.cfm.


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Section II. Instructional Programs Portfolio A. Certain Curriculum Categories

Item UP: Body of Knowledge and Skills Common to All Professional Baccalaureate Degrees in Music

The credit and time requirements for all degrees in music meets the Standards for Accreditation detailed by NASM. Music degrees offered at UWS require a minimum of 120 credit hours for the Bachelor of Arts in Music and Bachelor of Music in Performance; the Bachelor of Music in Music Education requires a minimum of 134 to 136 credit hours. The means of awarding credit, clearly explicated in the catalog, match the standards regarding credit policies laid out in the NASM handbook, and the means of computing credit requirements for applied lessons also meets these standards. The total time requirement for the degrees is commensurate with the number of credits and clock hours required for courses, and degree completion pathways are available online to current and prospective students.

The Music Department uses a set of Student Learning Goals specifically aligned to satisfy the standards of NASM, the mission of UW-Superior, and requirements from the state of Wisconsin. The Student Learning Goals common to all degrees are:

1. Students will develop ability to perform music at a high level of mastery in styles most characteristic of the repertory of their major instrument.

2. Successfully participate and perform in music ensembles, demonstrating knowledge of the role of the conductor, composer, performer, and audience.

3. Recognize and analyze the formal and theoretical elements of music both aurally and within the notated musical scores.

4. Relate social, philosophical, technological and artistic developments to music in various time periods.

5. Evaluate musical performances with insight into the performance practices of various genres.

The ways in which these learning goals meet NASM requirements are outlined below.

1. Performance

As outlined in Student Learning Goals #1 and #2, excellence in both solo and ensemble performance is expected from all Bachelor of Music in Performance and Bachelor of Music Education students. Students enrolled in these programs must take applied lessons on their major instrument every semester in which they are enrolled (with the exception of the student teaching semester for Bachelor of Music Education students). Applied lessons are graded and sequential in nature, and students must audition or jury to enter the program, to be accepted into the performance track, to achieve advanced (upper division) standing, and


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to present a half recital or recital. Additionally, Bachelor of Music Education students must complete three semesters of study on a secondary instrument; this reflects the experiences that real-life teachers face when entering the classroom. In a rural part of the country such as ours, music teachers often direct multiple ensembles, or may be the only trained musician within their towns. Ensemble opportunities for students are also graded, sequential, and curricular. Students in these degrees must participate in a large ensemble appropriate for their major instrument each semester of study. At least two semesters in a small/chamber ensemble are also required.37

2. Musicianship Skills and Analysis

Musicianship skills and analysis standards are addressed in our Student Learning Goal #3. All music students are required to successfully complete four graded, sequential semesters of ear training and sight singing. Sight-reading fluency is further gained through ensemble rehearsals. Besides aural skills, analytical skills and fluency are gained through a four semester theory sequence, aligned with NASM requirements and also aligned with our aural skills courses. Formal elements, which used to be discussed in a separate Form and Analysis course that was cut due to curricular streamlining, are further discussed within Music History courses, as formal elements common to certain genres are appropriately analyzed when they are first presented. This arrangement has the advantage of linking the music history and theory curricula in a more tangible way. Further analytic elements are covered within the orchestration and counterpoint courses.

3. Composition/Improvisation

Basic techniques of composition as related to part-writing are addressed in our foundational four-semester theory curriculum, and Fundamental principles and applications of music technology are addressed in an entry-level course. Students in the Bachelor of Music in Performance and Bachelor of Music Education are then required to take Counterpoint, which includes original composition assignments in both 16th and 18th century styles, in addition to arranging assignments in a genre of the students’ choosing. Students in the Bachelor of Music in Performance: Instrumental (Non-Keyboard) and Bachelor of Music in Performance: Keyboard courses also take an orchestration class, in which they learn the principles of orchestration for instrumental ensembles. A composition or Jazz Improvisation course is required of the Bachelor of Music in Performance: Instrumental (Non-Keyboard) majors, and all students partake in an improvisation class taught within the Student Recital (MUSI 150) course. Bachelor of Music Education students also cover the teaching of improvisational techniques within the Elementary and Secondary General Methods courses. Independent projects combining recorded, synthesized, and ambient sounds in original compositions occur in Music Technology (MUSI 200).

37 For more information regarding juries, please see Section II.C.PER, page 75.


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4. History and Repertory

Music from a variety of representational genres and historical periods is reflected within Student Learning Goals #4 and #5 as a part of the applied lesson sequence for all instruments and voices, and is also a part of the curricula for all ensembles. The history of music in the west is covered in detailed within the context of the three semester Music History sequence, and 16th and 18th century styles are covered in great detail within the counterpoint course. Non-western musical styles are covered within the MUSI 161 – Music and World Culture course, and opportunities to explore global styles in performance are a part of many of our ensembles, including large ensembles like the band and choir, and smaller groups like the Steel Drum Ensemble.

5. Synthesis

Culminating projects and presentations, showing that students have synthesized all that they have learned, are a part of all of the Bachelor of Music in Performance and Bachelor of Music Education degrees. Students completing the Music History sequence write an extensive final paper as a part of Music History III (MUSI 365). All students complete in these programs present either a capstone project (Bachelor of Arts in Music) or a half recital (Bachelor of Music in Performance and Bachelor of Music Education), showing their mastery of technique and their ability to select and present repertoire from a variety of sources; Bachelor of Music in Performance majors also present a full recital. The final task for the students in the Bachelor of Music Education degrees, the student teaching experience, is a chance to tie together all of the musical and educational preparation covered during the course of study.38 Item ME: Teacher Preparation (Music Education) Programs In addition to the Student Learning Goals mentioned in Item UP (page 30), the UWS Music Department has adopted the following Student Learning Goals specific to Music Education, which align with both NASM and Wisconsin Department of Public Instruction (DPI) requirements: 39

6. Demonstrate the ability to plan and implement sequentially-ordered comprehensive curriculum and music instruction based on a personal philosophy and the physical, psychological and emotional development of children grades Pre-K-12, and in adherence to national and state standards, and local needs.

7. Demonstrate understanding in available materials, equipment, and computer technology and software for teaching in the schools.

38 Further information about the student teaching experience is given below, in Item ME, page 34, and means of assessment for all of these elements are explored in detail in Section III.B, page 78. 39 The Music Education Learning Goals begin at #6, as the Learning Goals common to all music majors are numbered 1-5.


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8. Demonstrate knowledge of common approaches to music education practiced in Wisconsin and the United States.

9. Demonstrate knowledge and understanding in how to assess student learning in music.

10. Demonstrate proficiency levels on instruments that support the primary teaching area.

11. Conduct ensemble configurations common to particular degree programs (choral, instrumental, general) using techniques appropriate to musical forms and styles, demonstrating ability to analyze ensemble performances and assist performers of various age groups in achieving accurate and artistic interpretations of the music.

12. Demonstrate understanding in the organizational and administrative aspects of the school music program.

These Student Learning Goals are satisfied through all of the offerings in Music Education, including the new Introduction to Music Education course (MUSED 165); Elementary General Music Methods (MUSED 382); separate courses in Secondary General Methods (MUSED 386), Secondary Instrumental Methods (MUSED 385), and Secondary Choral Methods (MUED 384); repertoire courses in choral and instrumental music (MUSED 369 and MUSED 388); music technology; vocal, choral, and instrumental pedagogy courses; the conducting sequence; and, most importantly, through the completion of the required field experiences and student teaching/internship requirement.

Intern (Student Teaching) Programs The University of Wisconsin-Superior Teacher Education Department (TED) administers the student teaching program according in compliance with the Wisconsin DPI and licensure. UWS Music Department music education faculty members work together with the TED student teacher placement director to identify music educators in the schools as potential cooperating educators for student teacher placements. Music Department faculty members make the initial contact with school educators and ask if individuals will be willing to be a cooperating educator for UWS student teachers. After the invitation has been accepted, follow up is made by the UWS Teacher Education Department and official placement. UWS music education faculty members serve as supervising teachers for the student teachers, and educators in the schools as cooperating educators. After student teachers have been placed with two cooperating educators, the university director of field placement provides a packet of information to the cooperating educator that outlines the responsibilities of the cooperating educator. The university supervisor, student teacher and cooperating teacher meet at the onset of the placement to discuss expectations and procedures. The UWS Department of Teacher Education publishes handbooks and procedures for student teachers, university supervisors and cooperating teachers. Seminars are held before, throughout and after the student teaching experience to provide student teachers with understanding and direction for the student teaching experience. The music faculty shares the responsibility of observing the student teachers and writing formal


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evaluations. Band and Orchestra education faculty supervise, observe and evaluate student teachers in instrumental ensemble placements in the schools, the professor of choral education supervises, observes and evaluates student teachers in choral placements in the schools, and the professor of general music classes covers supervision, observation and evaluation of student teachers in general music placements. Cooperating educators also provide written evaluations on the student teacher’s performance at the site. Music Education faculty members work collaboratively to advise and support student teachers. Before the student teaching experience, students in education degrees prepare and present a portfolio of their work demonstrating understanding of the INTASC Model Core Teaching Standards for teacher education. UWS students complete 2 nine-week placements: one in elementary general music and one in either middle school or high school band, choir or orchestra dependent on the student’s degree program. During the first 9 weeks, students complete and submit the edTPA National Performance Assessment. The edTPA is a requirement for licensure in the state of Wisconsin. All pre-service educators must achieve a score on the assessment designated by the Wisconsin DPI for licensure. UWS pre-service music education majors in both BME degrees graduate with licensure in two areas. Students are licensed to teach either choral and general music grades K-12 in the schools, or instrumental and general music K-12 in the schools. Music Education Majors Licensure for both the Bachelor of Music Education: Choral/General and the Bachelor of Music Education: Instrumental/General is the EC (Early Childhood) – A (Adolescent) = Birth through age 21 license.40 Upon completion/passing of the student teaching experience, students give a presentation of their experience during an all-day, university-wide event that includes education members representing all fields. The final step for licensure is to complete the WI DPI online procedures for licensure through UWS.41 Since 2015, the Music Education program participates in the annual Continuous Review Process Report (CRP), sent in March to the Wisconsin DPI. The reports are sent through the UWS Teacher Education Department. In conjunction with this report, evidence in the form of assessment data is provided and housed in an all-departments data room for the departments on campus that offer degrees in education. The Music Education Coordinator at UWS completes the annual reports. The CRP reports contain important information on music education at UWS. The CRP reports on UWS Music Education degree programs have been favorably received by the DPI. The Data Room houses assessment data for UWS

40 Please see the UWS Music Education and Wisconsin DPI Documents section of USB flash drive, referenced at Section IV.MDP II.D, page 110, for the document “Wisconsin DPI License Codes.” 41 Please see the Power Point “DPI Certification Presentation” prepared for all education majors by the Teacher Education Department located in the UWS Music Education and Wisconsin DPI Documents section of the USB flash drive, referenced at Section IV.MDP II.D, page 109.


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Music Education Department Learning Goals and Outcomes, and employment and other statistics on music education majors.42

42 Please see the UWS Music Education and Wisconsin DPI Documents section of the USB flash drive, referenced at Section IV.MDP II.D, page 109, for the Continuous Review Reports from 2015 and 2016 and for an Excel file on the 5 most recent years of music education graduates’ current place of employment.


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Special Requirements Mandated by the State Prior to Certification In accordance with the Wisconsin Department of Public Instruction, music education majors have field experiences at four levels of development: EC – Early Childhood; MC – Middle Childhood; EA – Early Adolescence; A – Adolescence. MUSED 382 Elementary and 386 General Music Methods Students demonstrate understanding of the INTASC Standards, the Model Early Childhood Standards, and the Wisconsin Model Academic Standards for Music, and the National Standards for Music Education by preparing lesson plans and teaching their plans.

• EC – Early Childhood: Students complete 4-6 weeks of applied fieldwork, providing 30-40-minute weekly music education in a 4-K classroom.

• MC – Middle Childhood: Students observe and write a formal evaluation for teaching and learning in a 3rd-4th grade level class.

• MC – Middle Childhood: Students conduct weekly fieldwork in a 4th grade classroom: interconnected recorder playing, music reading, composing, ensemble playing 4-6 weeks. Formative assessment on students’ teaching is provided throughout. Summative Evaluation: Rubric with comments is the method of evaluation

• MC - Middle Childhood: Students serve as assistants in a district wide 4th-5th grade community choir that serves the purpose of UWS students having hands on experience in how to nurture the young singing voice in either general music or children’s choral settings.

• MC - Middle Childhood: Fifth grade field project: Interdisciplinary Creative Writing and Composing as outgrowth of studies in program music and music form. 4-5 sessions

• EA - Early Adolescence: Middle school after school teaching and learning in ukulele playing, song writing and or Hip Hop writing.

The approach to fieldwork is a “learning community approach.” Professor and all students in classes work together. The professor supervises the field experience in cooperation with school district educators. Pre-service educators progress through a series of levels of educator responsibilities: from participant-observer to lead planner/educator. Young students engage with the older students in a variety of 4K-8th grade programs. During the various field experiences at the teaching and learning sites, higher education students develop:

• Hands-on skills and understandings in how to plan, carry out and assess sequentially ordered, interconnected instruction in music.

• Strategies for navigating and facilitating whole group and small group learning. • Classroom management • Experience in how to plan and carry out integrated instruction -- music with other

arts and subjects across areas of curricula.


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A valuable aspect of this kind of field teaching experience is the opportunity for individual and whole group reflection. Throughout the duration of the fieldwork, after conducting teaching and learning at the site, students meet in their classroom at the university to discuss the daily happenings, to receive and discuss feedback from their professor and peers, and to continue the planning process making accommodations and modification as necessary according to the daily experiences with the children or youth at the teaching and learning site. One of the objectives, is to provide higher education students with opportunity to apply and further develop skills and understandings that are part of course content experienced in the university general music methods classroom: to learn through experience. This model of fieldwork is also used with higher education students who are seeking degrees in elementary classroom education. In this case, the model is applied to integrated and interdisciplinary learning community models of music education.43 Fieldwork is conducted in a number of elementary schools in the district and the middle school. MUSED 369, 384, 385, MUSI 141, 241, 243 (Secondary Choral and Instrumental Methods, Instrumental and Choral Repertoire and Techniques courses)

• EA – Early Adolescent (Middle School) • A – Adolescence (High School)

Field experience in secondary school choral music is an integral part of the courses in Secondary Choral Methods (MUSED 384) and Choral Pedagogy and Literature (MUSED 369). Students in Choral Pedagogy and Literature are required to complete three guided observations of choral music being taught at the middle and high school level, in addition to their observations of younger and older singers. Teaching experience with middle and high school choral students comes as a part of the Secondary Choral Methods course, where students are also required to complete observations, and then to complete three mini-lessons in EdTPA format with middle and high school choral students, in collaboration with an area cooperating teacher and the choral music education music faculty. Students in instrumental secondary school courses work with middle and high school students in the schools. The courses include: Woodwind Techniques (5 hours), Brass Techniques (5 hours), String Techniques (collaborative projects with area middle school and high school directors), and Instrumental Methods (5 hours).

43 For more information, please consult Section IV.MDP I.J, page 105.


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B. Specific Curricula

Bachelor of Arts in Music

1. Title and Statement of Purpose

The Bachelor of Arts in Music is intended for those students who wish to study music within the context of a broad liberal arts education, as opposed to the more career-oriented professional degrees in music such as the Bachelor of Music in Performance or the Bachelor of Music Education. The goal is for students to acquire knowledge and understanding of a variety of disciplines and develop analytical and reasoning skills that would enable them to adapt to the requirements of a variety of professions or occupations. This degree is very well-aligned with the university-wide emphasis on a broad liberal arts background as an ideal springboard into today’s post-graduate life.

2. Curricular Table

Program Title: Bachelor of Arts in Music Number of Years to Complete the Program: 4 years Program Submitted for: Renewal of Final Approval

Select One: ¨ Plan Approval ¨ Renewal of Plan Approval ¨ Final Approval for Listing X Renewal of Final Approval ¨ Plan Approval and Final Approval for Listing

Current Semester’s Enrollment in Majors: 14 Name of Program Supervisor(s): Dr. Beth Gilbert

*Please note: all course descriptions can be found in the UW-Superior Course Catalog. All music majors are required to pass a piano proficiency in order to graduate

Musicianship Performance Required Music Electives

General Studies

Minor/General Studies Electives

Totals

28 units

18 units 2 units 33 units 39 units 120 Units

23 %

15 % 2 % 27 % 33 % 100 %

Musicianship

MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 271 Ear Training III 1 unit MUSI 272 Ear Training IV 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 273 Theory III 3 units MUSI 274 Theory IV 3 units MUSI 264 Music History I 2 units MUSI 364 Music History II 3 units MUSI 365 Music History III 3 units MUSI 200 Music Technology 1 unit MUSI 161 Music and World Culture 3 units

Total Supportive Courses in Music 28 units


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Performance

MUSI (120-139, 320-339) Applied Lessons 12 units* MUSI (110/112/114, 310/312/314) Major Ensemble (Choir, Orchestra, Band) 6 units** MUSI 498 Music Capstone Requirement 0 units MUSI 150 Concert/Recital Class 0 units (8 sem. req.) *Must enroll every semester in program; 2 credits/semester **Must enroll every semester in program; 0-1 credits/semester

Total Performance 18 units

Required Music Electives Choose two credits from the following: MUSI 192 Jazz Improvisation 1 unit MUSI 275 Composition 1 unit MUSI 372 Counterpoint 2 units MUSI 374 Orchestration 2 units MUSI 380 Conducting I 2 units

Total Required Music Electives 2 units General Studies

WRIT 101 College Writing I 3 units WRIT 102 College Writing II 3 units COMM 110 Communicating Arts 3 units MATH & CSCI Math/Computer Science Core Elective 3 units HHP 102 Health and Human Performance 3 units History History Gen Ed Elective 3 units Literature Literature Gen Ed Elective 3 units World World Language, Culture, and Philosophy (0 units)* Social Sciences Social Science Gen Ed Elective 6 units Natural and Physical Sciences Environmental & Lab Science Elective 6 units Fine and Applied Arts Art Hist, Crit, Apprec, and Aesthetic Ex. (0 units)** Non-Western Requirement fulfilled by MUSI 161 (0 units) Diversity Can be completed through gen ed electives (0 units) * World Language, Culture, and Philosophy Gen Ed Elective Requirement is fulfilled by MUSI 161 ** The 3-credit Aesthetic Experience requirement is fulfilled by ensembles and applied instruction

Total General Studies 33 units Minor/General Studies Electives Total Minor/General Studies Electives 39 units

3. Assessment of Compliance with NASM Standards

The Bachelor of Arts in Music degree meets NASM standards with respect to the goals outlined in the NASM Handbook. UWS requires 33 credits in general education. The Bachelor of Arts in Music major also requires a minor outside of music. Combined, minor and elective coursework typically totals 39 credits. Therefore, general education courses and the minor together comprise 60% of the student’s total credits. With regard to studies in music, NASM suggests 20-25% of credits in musicianship. At UWS the Bachelor of Arts in Music requires 28 credits in musicianship or 23% of the student’s total credits. NASM suggests 10-20% of credits in performance and music electives. At UWS the Bachelor of Arts in Music requires 18 credits in performance and music electives, or 15% of the student’s total credits.


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Students who graduate from the UWS Music Department with a Bachelor of Arts in Music degree have built a very solid platform of musical development from which to launch their careers. The NASM expectations of Bachelor of Arts in Music graduates are supported by the curriculum and this is born out by the quality of students that have graduated with this degree. Paraphrasing the language in the NASM Handbook, these competencies include the ability to work conceptually with the elements of music, an understanding of musical notation, an understanding of compositional processes, an acquaintance with musical literature, and the ability to develop and defend musical judgments. Assessment of these claims in a non-anecdotal way is a project that the music department has been working on by responding, clarifying, and improving its assessment tools. The Department has recently developed plans to use assessment rubrics to supplement the more traditional assessment tools such as exams and course grades. Under this plan the assessment rubrics would be used at benchmark points in student development, specifically, 1) the entrance audition, 2) the advanced standing jury, and 3) the capstone experience. Under this plan student written work would be assessed via a rubric used in the final semester of Music History. Also, program notes are written by the student to accompany performance in Recital Class. Program notes must be approved in advance by the student’s principal teacher. Since students perform in Recital Class every semester except their first, student progress in written work becomes apparent over the course of their time in the degree program.

4. Graduate Degrees (N/A)

5. Results of the Program as Related to Its Purposes

Many UWS music students have found the Bachelor of Arts in Music degree a good fit, as the degree plan offers considerable flexibility to pursue special areas of interest in music such as composition or pre-music therapy, while also provided a substantial foundation of musicianship on which to build a musical career. Historically, roughly a quarter of UWS music students who graduate have done so with the Bachelor of Arts in Music degree.

6. Assessment of Strengths and Challenges

Recent history of the liberal arts degree in music Since the last NASM self-study in 2006, the Bachelor of Arts in Music degree in music has been revised in the following ways:

• Before 2012, students had the option of a Bachelor of Science or a Bachelor of Arts in Music. The only difference was that the Bachelor of Arts in Music required a foreign language and the Bachelor of Science did not. The Bachelor of Science in Music major was eliminated in 2012 and currently the only liberal arts degree available in music is the Bachelor of Arts in Music. Therefore, foreign language is required for all liberal arts music majors.

• Music 373 - Form and Analysis, which was previously required in the Bachelor of Arts in Music, was eliminated in 2014. The content of that course is now covered in the music history sequence (Music 264, 364 & 365).


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• Beginning in the current 2016-17 catalog, the previous requirement of Music 372 - Counterpoint was replaced with array of electives including Counterpoint, Jazz Improvisation, Composition, Beginning Conducting or Orchestration.

• Music 200 - Music Technology, a new course, was added to the degree in the current 2016-17 catalog.

• A capstone experience has been a part of the Bachelor of Arts in Music degree dating back to the 1990s. For most students the capstone has taken the form of a recital. Some however, have, in consultation with their advisor, chosen an alternative scholarly project such as a lecture or written thesis. Until the current catalog there was not a specific course designated as the capstone experience. A new course, Music 498 - Capstone Experience, was created and is now formally part of the list of required courses.

Strengths of the Bachelor of Arts in Music Degree The Bachelor of Arts in Music major has many significant strengths for a number of music students. 1) As previously stated, the broad liberal arts approach embodied in the degree fits well with the university-wide emphasis on that philosophy. 2) Of the degrees offered by the music department, it embodies the most flexibility. As only 48 credits in music are required, including music electives, students have more time to pursue a specific area of interest within music (music technology, conducting, jazz studies or composition, for example), or outside of music. 3) The musical training and preparation provided by the degree forms a solid foundation of musicianship on which to build a career in music. If at a later stage of their career the student wishes to, for example, pursue a teaching certificate, attend graduate school or perform professionally, there is high value in a rigorous but flexible music degree such as the Bachelor of Arts in Music.

Areas for Improvement One area of concern in the Bachelor of Arts in Music major is the foreign language requirement. (All Bachelor of Arts degrees on campus require 3-6 credits of a foreign language.) The value of learning a foreign language is fully recognized by the music faculty. The cause for concern is the current relative lack of options in foreign language courses. Offerings have been cut back in recent years, largely for budgetary reasons, and significantly, none are offered during Summer term. This situation means that there are fewer options for Bachelor of Arts in Music majors to fulfill the requirement.

7. Rationale (N/A)

8. Plans for Addressing Weaknesses and Improving Results

At the campus level there is a tension between a self-proclaimed devotion to the principles of a liberal arts education and a willingness to budget for key components of it, such as foreign language, that do not always generate high enrollment. While the music department does not have direct control over the extent of foreign language offerings on campus, the music faculty intends to express these concerns in the campus-wide conversation surrounding this issue and to advocate for an approach to the liberal arts.


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Bachelor of Music in Performance

1. Titles and Statement of Purposes

Depending on their major instrument, students in the Bachelor of Music in Performance degree program choose from one of the following:

• Bachelor of Music in Performance: Instrumental (Non-Keyboard) • Bachelor of Music in Performance: Keyboard • Bachelor of Music in Performance: Voice

The Bachelor of Music in Performance degree is intended for highly qualified students who are capable of pursuing advanced studies beyond a baccalaureate degree and/or a professional career in music. Enrollment is contingent upon a special performance jury that occurs no earlier than the end of the first semester of study. This special performance jury must also be passed for a student transferring into the Bachelor of Music in Performance degree program from another degree program or from another institution. This professional degree is designed for those students who demonstrate exceptional musical ability. The emphasis in preparation is on developing technical mastery, artistic expression, and classical repertoire understanding from a stylistic and historical perspective - all with the purpose of developing greater independent analysis, preparation, performance and musical expression at a level sufficient to allow the student to work in their chosen field.

2. Curricular Tables

Program Title: Bachelor of Music Performance: Instrumental (Non-Keyboard) Number of Years to Complete the Program: 4 years Program Submitted for: Renewal of Final Approval


Current Semester’s Enrollment in Majors: 6 Name of Program Supervisor(s): Erin Aldridge, Pamela Bustos, Greg Moore *Please note: all course descriptions can be found in the UW-Superior Course Catalog. All music

majors are required to pass a piano proficiency in order to graduate

Major Area Supportive Courses In Music

Music Electives General Studies General Electives Totals

36-42 units

34 units 2 units 33 units 9-15 units 120 Units

30-35 %

28 % 2 % 28 % 7-12 % 100 %

Major Area

MUSI (120-135, 220-235, 420-435) Applied Lessons 24-30 units MUSI (112/114, 312/314) Major Ensemble (Orchestra, Band) 6 units* MUSI (104-106, 108, 109, 111,115,118) Minor Ensemble (Chamber) 2 units MUSI (351, 352, 355, 357) Repertory/Pedagogy 1 unit**


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MUSI 395 Half Recital 1 unit MUSI 495 Full Recital 2 units *Must enroll every semester in program; 0-1 credits/semester **1 credit of the required 4-credit upper-division applied study courses is also devoted to repertory/pedagogy

Total Major Area 36-42 units

Supportive Courses in Music

MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 271 Ear Training III 1 unit MUSI 272 Ear Training IV 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 273 Theory III 3 units MUSI 274 Theory IV 3 units MUSI 264 Music History I 2 units MUSI 364 Music History II 3 units MUSI 365 Music History III 3 units MUSI 200 Music Technology 1 unit MUSI 161 Music and World Culture 3 units MUSI 372 Counterpoint 2 units MUSI 380 Conducting I 2 units MUSI 374 Orchestration 2 units MUSI 150 Concert/Recital Class 0 units (8 sem. req.)


Music Electives

Choose two credits from the following: MUSI 275 Composition 1 unit MUSI 192 Jazz Improvisation 1 unit

Total Music Electives 2 units

General Studies


Total General Studies 33 units General Electives Total General Electives 9-15 units


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Program Title: Bachelor of Music in Performance: Keyboard Number of Years to Complete the Program: 4 years Program Submitted for: Renewal of Final Approval


Current Semester’s Enrollment in Majors: 1 Name of Program Supervisor(s): Beth Gilbert



General Studies General Electives Totals

44-49 (piano) 38-44 (organ)

32 units 33 units 6-11 units (piano) 11-17 units (organ) 120 Units

37-40 % (piano) 32-37 % (organ)

27 % 28 % 5-8 % (piano) 8-13 % (organ) 100 %

Major Area

MUSI (136-137, 236-237, 436-437) Applied Lessons 24-30 units MUSI (110/112/114, 310/312/314) Major Ensemble (Choir, Orchestra, Band) 6 units* MUSI (115/315 or 107/307) Minor Ensemble 1 unit MUSI 191 Keyboard Accompanying 1 unit MUSI 391 Keyboard Accompanying 1 unit MUSI 153/353 Piano Repertory (4 sem @ 1 cred each) 4 units** MUSI 154/354 Organ Repertory/Pedagogy (2 sem @ 1 cred) 2 units*** MUSI 187 Piano Pedagogy 2 units** MUSI 394 Piano Technology 1 unit** MUSI 395 Half Recital 1 unit MUSI 495 Full Recital 2 units *Must enroll every semester in program; 0-1 credits/semester **Required for piano performance majors only ***Required for organ performance majors only

Total Major Area (in units) 44-49 (piano) 38-44 (organ)

Supportive Courses in Music

MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 271 Ear Training III 1 unit MUSI 272 Ear Training IV 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 273 Theory III 3 units MUSI 274 Theory IV 3 units MUSI 264 Music History I 2 units MUSI 364 Music History II 3 units MUSI 365 Music History III 3 units


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MUSI 200 Music Technology 1 unit MUSI 161 Music and World Culture 3 units MUSI 372 Counterpoint 2 units MUSI 380 Conducting I 2 units MUSI 150 Concert/Recital Class 0 units (8 sem. req.)


General Studies


Total General Studies 33 units

General Electives

Total General Electives (in units) 6-11 (piano)

11-17 (organ)


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Program Title: Bachelor of Music in Performance: Voice Number of Years to Complete the Program: 4 years Program Submitted for: Renewal of Final Approval


Current Semester’s Enrollment in Majors: 1 Name of Program Supervisor(s): Vicki Fingalson



Additional Requirements

General Studies General Electives Totals

38-44 units

34 units 9 units 33 units 0-6 units 120 Units

31-36 %

28 % 8 % 28 % 0-5 % 100 %

Major Area

MUSI (139, 239, 439) Applied Lessons 24-30 units MUSI (110/112/114, 310/312/314) Major Ensemble (Choir) 6 units* MUSI (317/307) Minor Ensemble (Chamber Choir/Opera) 2 units MUSI 370 Vocal Pedagogy 2 units MUSI 356 Vocal Repertory 1 unit MUSI 395 Half Recital 1 unit MUSI 495 Full Recital 2 units *Must enroll every semester in program; 0-1 credits/semester

Total Major Area 38-44 units Supportive Courses in Music

MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 271 Ear Training III 1 unit MUSI 272 Ear Training IV 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 273 Theory III 3 units MUSI 274 Theory IV 3 units MUSI 264 Music History I 2 units MUSI 364 Music History II 3 units MUSI 365 Music History III 3 units MUSI 200 Music Technology 1 unit MUSI 161 Music and World Culture 3 units MUSI 372 Counterpoint 2 units MUSI 380 Conducting I 2 units MUSI 145 English and Italian Diction 1 unit MUSI 146 French and German Diction 1 unit MUSI 150 Concert/Recital Class 0 units (8 sem. req.)



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Additional Requirements

COMM 125 Beginning Acting for Theatre 3 units

SPAN/GERM/FREN Two semesters of foreign language 6 units

Total Electives 9 units

General Studies



General Electives

Total General Electives 0-6 units


Bachelor of Music in Performance: Instrumental (Non-Keyboard): The curricular requirements, goals, and objectives for the Bachelor of Music in Performance: Instrumental (Non-Keyboard) are consistent with NASM standards. A total of 72 to 78 credits of the total needed for graduation must be music courses. Of those 24 to 30 are required in applied music for the instrumental, keyboard, and voice tracks. Performance majors are required to audition to become a performance major which usually takes place after the first or second semesters in school. At the end of their sophomore year they perform an advanced standing jury which enables them to continue as a performance major, if passed.

All performance track students are required to perform a half recital (1 credit) the junior year, and a full recital (2 credits) the senior year. In order to support the department’s clear expectations for performance competency, students have to perform a recital hearing three weeks in advance in order to give a recital. If the hearing is not passed, the student needs to postpone their recital. Eight semesters in a large ensemble (orchestra or symphonic band) and two semesters in a chamber ensemble are required.

Musicianship is developed through the study of music theory (4 semesters) and ear training (4 semesters). Knowledge of a wide range of music literature and styles is gained through the


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study of Music History/Form and Analysis (3 semesters), Counterpoint, and Recital Class. Students also take, Orchestration, Conducting, Music Technology, and Composition or Jazz Improvisation. All of these courses total 36 credits. Students must pass a piano proficiency exam one semester prior to graduation. With those students who have little to no piano proficiency, classes are required as well as juried examinations of their keyboard abilities.

Repertoire and pedagogy courses in the major area are required, and students have the opportunity to use their pedagogical skills by teaching private lessons on their major instrument to youngsters in the UWS Conservatory. Bachelor of Music in Performance: Keyboard: The curricular requirements, goals and student learning outcomes are consistent with NASM standards. The Bachelor of Music in Performance: Keyboard degree at UWS requires students to complete 83 credit hours in music – 38-49 units (32-40%) in the major area, and 32 additional units in supportive courses in music (27%) from a total 120 hours for the degree. Thus, in accordance with NASM guidelines, 59-67% of the coursework for the degree is in music. Students perform a half recital (1 credit) in their junior year and a full recital (2 credits) in the senior year. Students participate in 8 semesters of a major ensemble of their choice and 1 semester in a chamber ensemble. In accordance with NASM standards students’ musicianship is developed through the study of music theory and ear training (18 credits required), and knowledge of a wide range of musical literature and styles is gained through the study of music history and literature (15 credits required), through private study, and the department recital class (MUSI 150). Studies in form and analysis are integrated into history courses. In alignment with current professional preparations for careers in music, a music technology course (MUSI 200) and a General Education course in Music and World Culture (MUSI 161) are required for all music majors including students pursuing the Bachelor of Music in Performance: Keyboard degree. Conducting (MUSI 380) is another part of students’ preparation in comprehensive musicianship. All Bachelor of Music in Performance: Keyboard majors have significant opportunities to develop accompanying abilities by accompanying peers in university recitals and chamber music ensembles, in community rehearsals and performances, and as piano accompanists in collaborative programs between the university and the community. Another aspect of preparation is accompanying. Accompanying Practicum (MUSI 191 and MUSI 391), 2 credits, are part of degree studies. Repertory, pedagogy and piano technology make up 7 credits of the Bachelor of Music in Performance: Keyboard degree. Students pursuing the degree at UWS have the opportunity to develop private teaching ability and understanding in the UWS Conservatory. UWS supports a Music Conservatory program whereby university students provide private instruction and performance opportunities for children, youths and adults in the community. The university provides teaching and recital facilities for the program. Since spring of 2016, a new initiative originating with a faculty coordinator, and graduates of UWS who teach in the Conservatory is underway. Under the guidance and mentorship of the UWS faculty coordinator, UWS Conservatory private studio educators will organize efforts to define goals, identify needs and desires of both the community and the educators, and plan


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programs that will expand the music education offerings for the community, and career preparation for the UWS students in the following areas:

• Workshop/Education in how to teach private and small group classes in beginning composition and song writing

• Workshop/education in early childhood music education that include a “piano lesson readiness” component

• Workshops in additional areas of studio teaching for community private study educators and UWS student educators

• Increase in studio teacher and student recitals Bachelor of Music in Performance: Voice: The curricular requirements for the Bachelor of Music in Performance: Voice are consistent with NASM Standards. A total of 72-78 credits (65%) of the total needed for graduation (120 credits) must be music courses. Study in the major area of performance, including ensemble participation, pedagogy courses and recitals comprise 38-44 credits (35%). Supportive courses in music comprise 34 credits (30%). Students develop technical skill, musicianship, artistic expression, and study and perform a cross-section of the classical vocal repertory through a variety of courses focusing on the voice. Students in this degree are required to study Applied Voice each semester (24-30 credits depending on the semester of admittance to the Performance degree program through Advancement Jury). Eight semesters of a major ensemble (6 credits minimum): Acappella Choir and two semesters of a minor ensemble (2 credits minimum): Chamber Choir or Opera Workshop, of which at least one semester must be in Opera Workshop, are required. Students perform a half recital (1 credit) in their junior year and a full recital (2 credits) in their senior year. All Bachelor of Music in Performance: Voice students are required to take Vocal Pedagogy (2 credits) and are given the opportunity to use this knowledge to teach young students in the UW-Superior Conservatory once they have completed the course.

Study in musicianship, historical context, literature, music technology, and language skills are achieved through a series of supportive courses in music. Musicianship is developed in music theory and ear training (18 credits). Knowledge of a wide range of music literature and styles is gained through the study of music history and literature, including Vocal Repertory and Music and World Culture (12 credits). In order to keep up with the growing trends in music technology, a required Music Technology course has been added to the curriculum (1 credit). Musical leadership and expression skills are developed in Beginning Conducting (2 credits), and the understanding and application of the universal language of classical vocal music pronunciation (International Phonetics Alphabet) is achieved through diction courses - English/Italian and German/French (2 credits).

In order to further develop their ability to clearly communicate and express the standard classical vocal repertoire, Bachelor of Music in Performance: Voice majors are required to take two semesters (6 credits) of either French or German language study, as well as Beginning Acting for Theater (3 credits).

Each student must pass a series of Piano Proficiency Exams at least one semester prior to graduation.


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The annual campus concerto competitions provide students with an opportunity to express their technical, musical and artistic development by competing for a chance to perform an aria from opera or oratorio with the University Orchestra or the Symphonic Band. Assessment of Compliance for All Tracks: The Bachelor of Music in Performance degrees have produced a significant number of distinguished alumni who have gone on to earn graduate degrees from top music schools and are currently engaged in careers as performing artists, members of professional symphony orchestras, church musicians, and/or teachers at colleges and universities across the United States. Rubrics address specific NASM required skills including artistic self-expression, the understanding of repertory (through program notes and written papers). Leadership skills as well as reading music fluently are focused on through chamber, small, and large ensemble opportunities. Students perform every semester in small and large ensembles, studio classes, as well as solo performances in our Recital Class (performed in front of the entire department). Performance is evaluated at juried examinations given at the end of each semester and by evaluating public performances required of students in the program. The student academic work is evaluated by means of written examinations, term papers, class presentations, and other types of special projects done to satisfy the requirements of specific courses. Along with juried examinations, student performances are assessed through performance rubrics at benchmark performances to assess growth in all areas of performances (technical, artistic, academic). The caliber of students completing this program has been consistently high. Clear expectations of performance, academic standards, and graduation standards are outlined to students through syllabi and online degree/course listings. We engage students in conversations of these expectations in our Recital Class as well as in ensembles and applied lessons.

4. Graduate Degrees (N/A)

5. Results of the Program as Related to Its Purposes

Over the past few years, the University has taken on an aggressive approach to assessment. This has actually been quite helpful for us because we developed rubrics for assessment of performance outside of the semester grades. Student Learning Goals (SLOs) are described in Section II.A.Item UP, and assessment policies are laid out in detail in Section III.B. Some highlights of this with regard to the Bachelor of Music in Performance degrees include:

• A have a rubric that is filled out for every student who plays a jury every semester. We are streamlining this process to focus more on benchmark performances (initial audition into the department, advanced standing jury, senior jury). In order to achieve this we are currently revising our rubric and are hopeful to begin using the new and improved sheets May 2017.

• A rubric for junior and senior recitals that addresses performance (artistic and technical) standards, as well as academic performance issues (program notes, lecture recital).

• Data collection and tracking on students’ achievement in junior and senior recital performances has been ongoing for several years. In the past, rubric results for the junior and senior recitals were examined, per category of assessment, for strengths


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and deficiencies across student scores. Rubric points were tallied and the sum converted to a % score for an indication of a student’s overall level of accomplishment. Results were recorded and tracked for whole-group faculty interpretation, analyzing and curricular and teaching practice decision-making. During the past 6 years, all students who have been assessed on Student Learning Goal #1 (solo performance) scored within the targeted goal established by the faculty (80% or above) scoring somewhere between 80% and 100% on SLO#1 – most at 90%-100%. Data results suggest that the UWS faculty is very effective in preparing students for public performing on their major instrument.

Several Bachelor of Music in Performance: Instrumental (Non-Keyboard) perform with noted regional ensembles, like the Mesabi Symphony, Northshore Philharmonic, Duluth Symphonic Winds Community Band, and the Big Time Jazz Orchestra. Instrumental students have performed as winners of concerto competitions. Others have gone on to study performance on their instrument at the graduate level, and teach private studios. Bachelor of Music in Performance: Keyboard have won area competitions, performed with the symphony as winners of the concerto competition, and students are well prepared to enter graduate school or to pursue a free-lance career as a community performer and private studio educator. Most graduates of the Bachelor of Music in Performance: Keyboard degree have entered graduate school soon after completion of the undergraduate degree. Others pursue a full-time, combination, private studio and free-lance performing career. It is not uncommon that former students’ career paths lead them into collaborative community arts initiatives and performances alongside their former professors. Bachelor of Music in Performance: Voice students have gained a reputation for solid musicianship and artistry, technical reliability and professional preparation, particularly in the past 10 years. Attendance at state National Association of Teachers of Singing (NATS) competitions began in 2014 with students advancing to the Final (top 3) and Semi-Final (top 25%) rounds. During their program study, students have been featured in principal, comprimario, and professional chorus roles with Lyric Opera of the North, Duluth Playhouse Underground Theatre, Lake Superior Big Top Chautauqua, and as section leaders and members of the Duluth-Superior Symphony Chorus and other semi-professional choruses in the region. In addition, students from this program have gone on to earn graduate degrees from respected music schools and are engaged in all manners of vocal professions including performing artists, professional choristers, church musicians, and teachers at colleges and universities. The caliber of students completing this program has been consistently high.


Strengths: • Faculty: We have well-qualified, dedicated faculty who are able to attract the caliber

of students who have proven so successful in this program. Our faculty also actively performs on a regional and national level.

• Individual Attention: Because we are a smaller university, we have a very low student to teacher ratio which enables us to provide each student with a lot of


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individualized attention, allowing students to enjoy a nurturing and supportive learning environment.

• Performance Opportunities: within the department and outside: o Within the department, students perform in studio classes, recital

class (every semester), solo recitals, chamber music opportunities, orchestra and symphonic band concerto competitions, special ensembles like Opera Workshop, and outreach concerts.

o In the area, our top instrumental students have the opportunity to audition and play with our professional symphony (the Duluth Superior Symphony Orchestra - DSSO), play in the pit for professional and semi-professional area theater and opera productions, serve leadership roles in area ensembles (Mesabi Symphony, Northshore Philharmonic, Duluth Symphonic Winds Community Band, and the Big Time Jazz Orchestra. Vocal students can perform with professional opera companies, like the Lyric Opera of the North, in regional musical theater productions, and as section leaders for the Duluth Superior Symphony Chorus.

o Through the Music Department and area concert series (Matinee Musicale), every year our students have the opportunity to play for masterclasses. Last year we hosted masterclasses with Tempest Piano Trio (Elon Goldstein/Ilya Kaler/Amit Peled) and violinist Tai Murray

• Concert Attendance: Students have the opportunity to hear a wealth of high-level concerts including the DSSO, Matinee Musicale, Lyric Opera of the North, and other area Universities with concert series (as well as our own).

Areas for Improvement: • Recruitment: Recruitment is at the forefront of issues that we are actively

working on. While in recent years our recruitment efforts have garnered high-quality students, we need bigger numbers.

o We set aside time at faculty meetings to discuss individual and collaborative recruitment efforts, discuss struggles, and strategize.

o We developed a recruitment strategic plan44 o We developed a recruitment Google Document, used within the

department, to help us actively organize our potential students to better assist us making individualized contact. We work closely with our Admissions office

o We hired a part-time assistant who is responsible for reaching out to potential students

o All of our full-time faculty outreach to area schools to conduct rehearsals, give lessons, and perform. We have started to focus our attention on the Twin Cities (Minneapolis/St. Paul – an area that the University as a whole has started to concentrate on). While a few of our faculty have made great inroads in the Twin Cities area, we need to get more of our faculty into those schools.

44 Please see Section IV.MDP I.H, page 101, for the strategic plan location.


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o Our Ensembles (Choir, Orchestra, Jazz Ensemble, and Symphonic Band) take regional tours, performing in area schools.

o We have an annual presence at both the Wisconsin (WMEA) and Minnesota (MMEA) State Music Conferences.

o Several of our faculty members teach advanced high school students. We have had some success with those high school students becoming music performance majors.

• Syllabi: We have recently unified our syllabi collectively with clear learning goals and expectations.

• Repertoire/Pedagogy Expectations: Repertoire and pedagogy components are being offered in all of our degrees. The issue is that, depending on the degree, they are offered in different ways. Some areas have freestanding courses devoted to repertoire and pedagogy while others address this in applied lessons. There are issues of workload (full-time faculty/adjunct) and scope of repertoire and literature that we need to address as a faculty and find a more balanced approach.

• Career Planning: All students in the Bachelor of Music in Performance degree programs would benefit from preparations in additional areas of education that would allow for expansion in career choices and income for those who choose the career of a private studio educator.

7. Rationale (N/A)

8. Plans for Addressing Weaknesses and Improving Results

Recruitment and Retention: We are addressing our issues of recruitment through ongoing faculty meetings, email discussions, and collaborations. While we do set aside time to discuss recruitment in our regular faculty meetings, we have begun to add meetings dedicated solely to discuss recruitment. We have set aside a recruitment budget that will enable our ensembles to tour and our faculty (full-time and adjunct) to travel around the Twin Ports area and Twin Cities area. We need to continue to use our Recruitment Strategic Plan and actively update our progress. As an example of some concrete steps in improving recruitment, the voice faculty (Dr. Vicki Fingalson, Dr. Jeffrey Madison) and recently-hired Director of Choral Activities (Dr. Richard Robbins) built a plan to work closely together to provide a comprehensive means for attracting new voice students. This plan includes 1) a voice division brochure that highlights the strengths and assets of our voice program which will be distributed to perspective students, parents, teachers and choir directors beginning Fall 2016; 2) the development of a high school vocal arts camp beginning July 2017; 3) greater collaboration between our program and Lyric Opera of the North through the implementation of a LOON/UW-Superior Opera Internship (2016), Master Classes (2016), assistance with the Summer Vocal program (2017); and, 4) a greater presence at State/Regional Conventions and Honors Festivals (presentations, guest conducting, information booths). For purposes of retention and student success, UWS Music Department will continue to offer its underclassmen mentoring in theory as part of the ongoing mentor program. As mentioned earlier in the description of the UWS Conservatory, a plan of action is underway


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to expand on potential career options by providing training and workshops in areas of music education that can increase the marketability and income of private studio educators.

Syllabi and Repertoire/Pedagogy: Both issues will be addressed through dedicated faculty meetings; work on curricular streamlining and the re-submission of programs to our General Education/University Studies committees has allowed this work to begin. Assessment: In 2015, during discussions for continuous improvement, the faculty determined that going forward in 2015-2016, better understanding of a student’s performance and progress on their chosen instrument could be measured if the level of performance were formally assessed at 3 benchmarks (mentioned earlier) during the degree: 1) the audition, 2) the advance standing hearing, 3) the Junior and Senior Capstone experiences. It was also determined that whole group faculty evaluation of students’ Senior Capstone experience, per student, would be the best way to assess student learning and level of achievement. Going forward, this is the assessment plan for UWS Student Learning Goal #1 and the corresponding student learning outcomes.


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Bachelor of Music Education

1. Titles and Statement of Purposes

Based on their interests, students in the Bachelor of Music Education degree may choose from one of two combinations of licensure in Music Education:

• Bachelor of Music Education: Choral/General • Bachelor of Music Education: Instrumental/General

Statement of Purposes: The Bachelor of Music Education degree allows students interested in a career as music educators the opportunity to hone their musical skills while learning and practicing innovative and research-based teaching strategies under the direction of experienced faculty. Students in the Bachelor of Music Education: Choral/General degree will be prepared for licensure in Choral and General Music (Early Childhood through Adolescence) in the state of Wisconsin. Students in the Bachelor of Music Education: Instrumental/General degree will be prepared for licensure in Instrumental and General Music (Early Childhood through Adolescence) in the state of Wisconsin. Students completing this program may also apply for licensure in other states.

2. Curricular Tables

Program Title: Bachelor of Music Education Degree (Choral/General) Number of Years to Complete the Program: 4 1/2 years Program Submitted for: Renewal of Final Approval


Current Semester’s Enrollment in Majors: 5 Name of Program Supervisor(s): Dr. Lois Guderian and Dr. Richard Robbins


Musicianship and Performance

Music Education

Professional Education

General Studies Totals

52 units

16 units 30 units 33 units 131 Units

43 %

13 % 25 % 28 % 109 %


MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 271 Ear Training III 1 unit MUSI 272 Ear Training IV 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 273 Theory III 3 units


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MUSI 274 Theory IV 3 units MUSI 264 Music History I 2 units MUSI 364 Music History II 3 units MUSI 365 Music History III 3 units MUSI 200 Music Technology 1 unit MUSI 161 Music and World Culture 3 units MUSI 372 Counterpoint 2 units MUSI (120-139, 320-339) Applied Lessons 12 units* MUSI (137 or 139, 337 or 339) Applied Minor Lessons 3 units** MUSI (110/310) Major Ensemble (Choir) 4 units*** MUSI (107/307) Minor Ensemble (Chamber Choir) 2 units MUSI 395 Half Recital 1 unit MUSI 150 Concert/Recital Class 0 units (8 sem. req.) *Must enroll every semester in program with the exception of the student teaching semester; 2 credits/semester **Three semesters of 1 credit each must be taken on keyboard or voice ***Must enroll every semester in program with the exception of the student teaching semester; 0-1 credits/semester

Total Musicianship and Performance 52 units

Music Education

MUSI 380 Conducting I 2 units MUSI 381 Conducting II 2 units MUSED 165 Introduction to Music Education 1 unit MUSED 382 Elementary General Music Methods 2 units MUSED 386 Secondary General Music Methods 2 units MUSED 369 Choral Pedagogy and Literature 2 units MUSED 384 Secondary Choral Methods 2 units MUSED 370 Vocal Pedagogy 2 unit MUSED 145 English and Italian Diction 1 unit

Total Music Education 16 units


TED 200 Introduction to Education 3 units TED 253 Human Development 3 units TED 270 Multicultural Education 3 units TED 300 Theories of Student Learning 3 units TED 494 Principles and Practices of Inclusive Teaching 3 units ENGED 465 Content Area Literacy 3 units TED 443/450 Student Teaching in Special Areas K-12 12 units TED 339 Instructional and Assessment Strategies 0 units* TED 407 The Middle School and Its Students 0 units* * TED 339 and TED 407 are not required for Music Education students because the content is also covered in MUSED 382 and MUSED 386

Total Professional Education 30 units

General Studies

WRIT 101 College Writing I 3 units WRIT 102 College Writing II 3 units COMM 110 Communicating Arts 3 units MATH & CSCI Math/Computer Science Core Elective 3 units HHP 102 Health and Human Performance 3 units


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History History Gen Ed Elective 3 units Literature Literature Gen Ed Elective 3 units World World Language, Culture, and Philosophy (0 units)* Social Sciences Social Science Gen Ed Elective 6 units Natural and Physical Sciences Environmental & Lab Science Elective 6 units Fine and Applied Arts Art Hist, Crit, Apprec, and Aesthetic Ex. (0 units)** Non-Western Requirement fulfilled by MUSI 161 (0 units) Diversity Can be completed through gen ed electives (0 units) * World Language, Culture, and Philosophy Gen Ed Elective Requirement is fulfilled by MUSI 161 ** The 3-credit Aesthetic Experience requirement is fulfilled by ensembles and applied instruction



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Program Title: Bachelor of Music Education Degree (Instrumental/General) Number of Years to Complete the Program: 4 1/2 years Program Submitted for: Renewal of Final Approval


Current Semester’s Enrollment in Majors: 15 Name of Program Supervisor(s): Dr. Pamela Bustos & Dr. Lois Guderian



Music Education Professional Education

General Studies Totals

49 units

20 units 30 units 33 units 132 Units

41 %

17 % 25 % 28% 111 %


MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 271 Ear Training III 1 unit MUSI 272 Ear Training IV 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 273 Theory III 3 units MUSI 274 Theory IV 3 units MUSI 264 Music History I 2 units MUSI 364 Music History II 3 units MUSI 365 Music History III 3 units MUSI 200 Music Technology 1 unit MUSI 161 Music and World Culture 3 units MUSI 374 Orchestration 2 units MUSI (120-139, 320-339) Applied Lessons 12 units* MUSI (137 or 139, 337 or 339) Applied Minor Lessons 2 units** MUSI (112/312, 114/314) Major Ensemble (Band or Orchestra) 4 units*** MUSI (104-106, 108, 115) Minor Ensemble (Chamber) 0 units MUSI 395 Half Recital 1 unit MUSI 150 Concert/Recital Class 0 units (8 sem. req.) *Must enroll every semester in program with the exception of the student teaching semester; 2 credits/semester **Two semesters of 1 credit each must be taken on an instrument outside the student’s major instrument family – the only exception is string majors who may select another stringed instrument ***Must enroll every semester in program with the exception of the student teaching semester; 0-1 credits/semester

Total Musicianship and Performance 49 units

Music Education

MUSI 380 Conducting I 2 units MUSI 381 Conducting II 2 units MUSED 165 Introduction to Music Education 1 unit


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MUSED 382 Elementary General Music Methods 2 units MUSED 386 Secondary General Music Methods 2 units MUSED 385 Instrumental Methods 2 units MUSED 388 Secondary Band and Orchestra Literature 2 units MUSI 140 Voice Techniques 1 unit MUSI 141 Woodwind Techniques 1 unit MUSI 143 Percussion Techniques 1 unit MUSI 241 Brass Techniques 1 unit MUSI 243 String Techniques 1 unit MUSI 367 Marching Band Techniques 1 unit MUSI 379 Jazz Band Techniques 1 unit Total Music Education 20 units


TED 200 Introduction to Education 3 units TED 253 Human Development 3 units TED 270 Multicultural Education 3 units TED 300 Theories of Student Learning 3 units TED 494 Principles and Practices of Inclusive Teaching 3 units ENGED 465 Content Area Literacy 3 units TED 443/450 Student Teaching in Special Areas K-12 12 units TED 339 Instructional and Assessment Strategies 0 units* TED 407 The Middle School and Its Students 0 units* * TED 339 and TED 407 are not required for Music Education students because the content is also covered in MUSED 382 and MUSED 386

Total Professional Education 30 units

General Studies




The Bachelor of Music Education: Choral/General and Bachelor of Music Education: Instrumental/General degrees at UW-Superior allows students the opportunity to explore all of the NASM's curricular requirements under the guidance of music education faculty who enjoyed successful careers teaching elementary and secondary students prior to their appointments. Courses like the new Intro to Music Education course, the choral and Instrumental Techniques and Methods courses, and the Elementary and Secondary General


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Music Methods courses, give students the opportunity to articulate their own music education philosophies, while learning about the standard methodologies that guide teachers of both general and performance-based music courses. Students receive a well-rounded introduction to conducting through a two-course sequence, and continue to develop their conducting skills while serving as student conductors and during student teaching. Students observe and work with area elementary and secondary music students in several courses offered at UWS, including Elementary and Secondary General Music Methods, and the Secondary Choral and Instrumental methods courses. Accompanying requirements for teachers are developed in our piano proficiency sequence, and in our techniques courses and primary or secondary requirement in keyboard; improvised accompaniments are also explored in these courses. Our articulated Music Education goals show that our students understand the expectation that they will graduate as well-rounded musicians and educators, ready to enter the profession.

The Bachelor of Music Education degrees meets NASM curricular requirements with regard to credit hour distribution, with just over 50% of credits earned in music (68/131), approximately 25% in general studies (33 to 40/134 – note, the ensemble and world music requirement satisfies both music and general studies requirements), and approximately 20% in teacher education (30/131). Music education students are required to successfully complete four semesters or ear training and sight singing. Sight-reading fluency is further gained through ensemble rehearsals, and in units encompassing the Kodály curriculum, score study, and performance within the choral repertory, conducting, and elementary and secondary general music courses.

Knowledge and skills in musical interpretation are developed within applied study and ensemble performance courses. Interpretive skills specific to the interpretation required for the conductor are further refined within the Conducting courses; the Choral and Instrumental Repertoire and Pedagogy courses; and the Secondary Choral and Instrumental Methods courses. Interpretive elements appropriate to the presentation of songs within the general music curriculum are discussed in the Elementary and Secondary General Music courses. Opportunities to serve as a leader are available to students as section leaders and student conductors within large ensembles, and as a part of organized outreach efforts to elementary-aged choir students through the Superior Community Children’s Chorus initiative spearheaded by Dr. Lois Guderian.45

A music technology allows a brief introduction to acoustical enhancement, music publishing tools, and audio file manipulation, along with an introduction to some of the tools available to music educators.

General Music: MUSED 165 Introduction to Music Education, MUSED 382 Elementary General Music Methods and MUSED 386 Secondary General Music Methods courses prepare students for certification in general music and for teaching and learning in general music in the schools. The purpose of the courses is to prepare students for teaching and learning in general music according to the multiple developmental levels of children and youth grades 4K through 12

45 Skills in performance, theory, history, and improvisation are detailed in Section II.A.UP page 30 and Section II.C.PER, page 32.


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with some projection to birth – age 4 and post high school adult community music education.

UWS students study and experience hands on teaching and learning in music in the 10 content areas of music education as designated in the Wisconsin Academic Standards for Music Education published by the Wisconsin Department of Public Instruction. Students also study and practice planning, carrying out of instruction and assessment of instruction according to the 2014 National Standards for Music Education and the edTPA licensure requirements.

Students in general music classes are introduced to several theories of music education and education and how theories of education might take form in music education. UWS students experience teaching and learning in the 4 prominent methodologies practiced in the United States: Orff-Schulwerk, Kodaly, Gordon, and Dalcroze. While one methodology is not taught exclusively for teaching and learning in general music, students are encouraged to seek certification in one or more methodology as part of ongoing professional development during and after graduation. Emphasis is also placed on the development of instructional practices aimed to develop creative thinking in music in children and youth. Several field experiences support the development of teaching and learning in music improvisation and composition interconnected with other content areas of the music curriculum, both holistic models and traditional models of learning how to improvise, compose and write songs.

Students have opportunities to read, discuss and compare the work, theories and philosophies of prominent music educators and to express their own philosophy of music in a self-generated philosophy paper at the end of the third and final course in general music preparation, MUSED 386. For 3 semesters, students keep an ongoing annotated bibliography to support the writing of the paper.

Emphasis is also placed on the importance of and need for differentiated, inclusive and culturally responsive teaching and learning in 21st century general music classrooms that provide opportunities for all students to learn, regardless of socio-economic status or cognitive, physical or emotional ability. Adaptation of materials, resources, and teaching methods/strategies are made theoretically throughout course studies using inquiry, and through application of specific studies in special education as applied to music teaching and learning. “How could you modify your instruction or the assignment if a child in your class had use of only one arm, or had dyslexia, etc.” Students often experience authentic situations during field studies in the schools, and in some semesters, it is possible to provide music education field experiences in collaboration with the Superior Challenge Center. UWS Music Education Coordinator and Choral Director are experienced educators in gifted music education. Additionally, as part of professional development for several years, the Music Education Coordinator has researched and practiced differentiated and therapeutic approaches to music education and attended conferences and symposiums at the state, national and international level on music therapy and music education for individuals with special needs.

Inquiry is also useful in developing awareness of culturally responsiveness according to various teaching regions or urban areas of the United States. For example, for culturally responsive teaching and learning in our own area, Ojibwe music practices are studied not


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only to develop appreciation for this important, local musical tradition from the region, more importantly, to equip future educators ability to tap into and bridge children’s understandings of music developed in their environmental contexts with learning in a variety of cultural, ethnic and world music styles.

Students engage in several extensively planned field experiences during their studies in these general music classes. Field experiences for general music education are conducted under the framework of Academic Service-Learning (AS-L). Under a unique model of AS-L developed at the University of Wisconsin-Superior, general music pre-service educators and their professor partner with school educators and their students for mutually beneficial programs. In this “community of learners” model of AS-L as part of field experience in educator preparation, school educators, children and youth in schools, professor of education, and UWS students of general music education work together in project based-music education aligned with the school educator’s curriculum and the student learning goals of the higher education class. Under this model, UWS students in general music progress through a series of levels of educator responsibilities and preparation: from participant-observer to lead planner(s)/educator(s). During the course of the field experiences at the teaching and learning sites, higher education students develop hands on skills and understandings including: how to plan, carry out and assess sequentially ordered, interconnected instruction in music; strategies for navigating and facilitating whole group and small group learning; classroom management; and in some program designs, how to integrate music across areas of curricula. The pre-service educators also experience the dynamics of professional and collegial relationships. AS-L is one of 5 high impact practices put forth by UWS.

In all of the above field experiences, UWS students learn how to plan, carry out and assess instruction according to state and national norms and national performance assessments. Emphasis is placed on learning how to sequence instruction according to the developmental needs of the various age groups, and in accordance with 21st century aims and models of teaching, and emphasis in how to design teaching and learning environments that provide students with hands on music making experiences to develop skills and understanding, problem solving in music – especially in applied music composition assignments embedded into teaching and learning – and in learning how to connect content areas of music education so children and youth are experiencing a synthesis of creating, performing and responding to music. Students are required to complete the edTPA for licensure. Assignments in the MUSED general music classes not only support students’ preparation for student-teaching and future teaching, assignments and course studies directly support preparation for competing the teaching portfolio and an edTPA for licensure in the chosen are of the 3 certificates in music education (choral, general and instrumental) offered at UWS.

A valuable aspect of the general music field teaching experience is reflection. After the initial planning and preparation for the field teaching in the methods class, throughout the duration of the fieldwork, students meet in the classroom to discuss the daily happenings, to receive and discuss feedback from the professor and peers, and to continue the sequential planning process and modifying of plans according to the daily experiences with the children or youth at the teaching and learning site. Thus, reflection is accomplished through group discussion and also through self-reflection and evaluation. The students keep a field journal and complete a fieldwork reflection paper at the end of the term.


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Since most of the field teaching experiences are conducted in general music classrooms or as school-site programs where all children are invited to participate, this model of fieldwork offers higher education students authentic teaching and learning experiences.

4. Graduate Degrees (N/A) 5. Results of the Program as Related to Its Purposes

The success of our Bachelor of Music Education degree can be shown in several ways. Our job placement rate for students choosing to enter the field of music education over the past decade is at or near 100%. Our students in seeking choral and general licensure currently have a 100% pass rate for the EdTPA, and students seeking instrumental and general licensure currently have a 66% passing rate, for a combined passing rate of 83%. Besides successfully passing their student teaching field experiences, students are further required to present information about their student teaching as a part of the university's Senior Year Experience initiative, a concrete means of illustrating their mastery of key concepts.46


Strengths: Our success in student placement in jobs (by our records, at or near 100% over the past decade), the relationships that the music education department enjoy with area music teachers, and the high passing rate for the EdTPA and student teaching experience are all signs that our institution is meeting the mission of our home institution and the standards set out by our national music organizations. Our students receive a variety of field experiences during their studies that help prepare them for success in the real world.

Challenges and Areas for Improvement: Like many music education programs, recruiting and retention in the Bachelor of Music Education degrees have been a challenge, and increased requirements for certification and assessment have required numerous reassessments of our curriculum. We feel that, with continued focus and investment, we can meet these challenges.

7. Rationale (N/A) 8. Plans for Addressing Weaknesses and Improving Results

Our department has an articulated recruiting and marketing plan to address our issues of recruiting and retention. Our music education faculty has continued a concerted effort to reach out to area schools, which helps our visibility. As turnover in area public schools is high, providing quality observation and student teaching experiences can be a challenge. Still, our music education faculty has a long history of fostering relationships with area music programs that have resulted in opportunities for our students to observe exemplary programs and with which to actively engage in one-on-one, small group, ensemble and student teaching experience at the elementary and secondary areas throughout their pursuit of the degree. Our long history of collaborations with our colleagues in the public school classrooms are ongoing as a commitment to securing these experiences for our students.

46 A detailed assessment plan, along with artifacts required for the Student Learning Goals in Music Education (first related in Section II.A.Item ME, page 32) is given in section III.B, page 76.


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Applications for Plan Approval

Music Business Certificate

1. Title and Statement of Purpose The Music Business Certificate is an area of emphasis allowing students majoring in music and minoring in business the unique opportunity to connect the two disciplines as preparation for a career in music business.

2. Curricular Table Program Title: Music Business Certificate Number of Years to Complete the Program: 4 years Program Submitted for: Plan Approval

Select One: X Plan Approval ¨ Renewal of Plan Approval ¨ Final Approval for Listing ¨ Renewal of Final Approval ¨ Plan Approval and Final Approval for Listing

Current Semester’s Certificate Enrollment: 0 Name of Program Supervisor(s): Dr. Beth Gilbert

*Please note: all course descriptions can be found in the UW-Superior Course Catalog. All music majors are required to pass a piano proficiency in order to graduate. The Music Business Certificate is an add-on certificate for students majoring in music and minoring in business.

Music Business

Required Major (BA in Music)

Required Minor (Business)

General Studies

General Studies Electives Totals

12 units

(46 units)

(18 units) 6 of the 24 units required for a Business Minor also count toward the Music Business Certificate

(33 units) (11 units) 120 Units

Music Business

BUSINESS ELECTIVES Select three courses from the following business electives: BUS 270 Business Statistics 3 units BUS 340 Hospitality Management 3 units BUS 341 Event Management 3 units BUS 375 Public Relations 3 units BUS 405 Entrepreneurship 3 units BUS 430 International Business 3 units BUS 474 Retail Marketing 3 units BUS 475 Professional Selling and Sales Management 3 units FIN 320 Principles of Finance 3 units TRSP 300 Supply Chain Management 3 units MUSIC BUSINESS INTERNSHIP BUS 400 Business Internship* 3 units *Must have a music business placement ADDITIONAL REQUIREMENTS Students must attend two Music Business Workshops featuring professionals in the field 12 hours** **Two sessions at 6 clock hours each


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BA in Music Major *see Curricular Table for the BA in Music, found in Section II.B, page 38 46 units Business Minor

Required Courses: ACCT 101 Accounting for Nonbusiness Majors 3 units BUS 211 Business Law I 3 units ECON 235 Economics in Society 3 units FIN 210 Personal Finance 3 units BUS 370 Principles of Marketing 3 units BUS 380 Principles of Management 3 units Take at least two of the following elective courses (6 credits or more): BUS 270 Business Statistics 3 units BUS 301 Study Abroad 0-6 units BUS 340 Hospitality Management 3 units BUS 341 Event Management 3 units BUS 375 Public Relations 3 units BUS 405 Entrepreneurship 3 units BUS 411 Advanced Business Law 3 units BUS 430 International Business 3 units BUS 474 Retail Marketing 3 units BUS 475 Professional Selling and Sales Management 3 units ECON 330 Money and Banking 3 units ECON 333 Transportation Economics 3 units FIN 320 Principles of Finance 3 units SMGT 370 Logistics, Supply Chain Mgt, and Sustblty. 3 units TRSP 300 Supply Chain Management 3 units

General Studies WRIT 101 College Writing I 3 units WRIT 102 College Writing II 3 units COMM 110 Communicating Arts 3 units MATH & CSCI Math/Computer Science Core Elective 3 units HHP 102 Health and Human Performance 3 units History History Gen Ed Elective 3 units Literature Literature Gen Ed Elective 3 units World World Language, Culture, and Philosophy (0 units)* Social Sciences Social Science Gen Ed Elective 6 units Natural and Physical Sciences Environmental & Lab Science Elective 6 units Fine and Applied Arts Art Hist, Crit, Apprec, and Aesthetic Ex. (0 units)** Non-Western Requirement fulfilled by MUSI 161 (0 units) Diversity Can be completed through gen ed electives (0 units) * World Language, Culture, and Philosophy Gen Ed Elective Requirement is fulfilled by MUSI 161 ** The 3-credit Aesthetic Experience requirement is fulfilled by ensembles and applied instruction

Total General Studies 33 units General Studies Electives Total General Studies Electives 11 units

3. Assessment of Compliance with NASM Standards The Music Business Certificate offered by UW-Superior is not a stand-alone certificate, but rather an ‘area of emphasis’ that can only be attained by students majoring in music and minoring in business. The 12 credits of additional coursework and attendance of two workshops fulfill the NASM requirement of an area of emphasis occupying ‘at least 10% of the total curriculum’ (120 credit graduation requirement). Levels of achievement are


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included in the music major and business minor requirements, found in the UWS course catalog.

9. Means for Assuring that Requisite Competencies Will Be Developed As students who pursue this certificate must also fulfill the requirements for a major in music, all music courses must be passed with a C- or better. Music competencies are addressed within the major. Students pursuing this certificate must also fulfill the requirements of a Business Minor as spelled out by the School of Business. 47 These necessary levels of achievement are tracked by the Registrar’s Office. The tracking of participants in the Music Business Workshops will be done by the Music Department. These require participation through attendance, but not levels of achievement.

10. Faculty Assigned to the Program This certificate program will be overseen by the chair of the department in collaboration with all full-time music faculty members since all potentially advise music students who may wish to pursue this certificate. As the head of the department, the chair will function as the liaison with the School of Business and Economics and help with internship placements and goals.48 Local professionals in the field of Music Business will be featured presenters for the Music Business Workshops.

11. Required Fiscal Resources Fiscal resources required for this certificate are fairly low. Since the certificate is an extension of what is already offered for the Minor in Business, the internship will be housed and overseen by the School of Business. The expense to the Music Department will consist of fees for professional presenters at the Music Business Workshops and library resources.

12. Available Facilities and 13. Library Holdings and Learning Resources Though we have some library resources for Music Business, this is an area that needs improvement. Other resources, such as facilities, are not really needed for this certificate. KUWS, the public radio station housed in the same building as the Music Department is opening a recording studio that our students will have access to. This could be a useful resource for students interested in music recording and production.49 An agreement has been established that provides for internship possibilities for students pursuing the Music Business Certificate.

14. Rationale for the Program The UW-Superior campus went through an Innovation Initiative 1½ years ago. Departments and Programs were encouraged to work together to propose new programs that would be relevant in today’s society. The Music Department chose to work with the School of Business and Economics, who had just created a new and more accessible minor. Discussions and proposals were exchanged that eventually led to the creation of this Music Business Certificate. The goal was to create a path for music majors to be better prepared 47 See course catalog: https://www.uwsuper.edu/catalog/2016-17/undergraduate/business-administration_catalog1789157#heading1789157l 48 See https://www.uwsuper.edu/acaddept/sbe/internships/index.cfm for information on internships through the School of Business and economics. 49 See Memorandum of Understanding, located in the Appendix, page 113.


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for jobs in the field when they graduate. The strong business courses, along with electives in business and an internship in music business allow for this to take place. No other university in the region offers this kind of program, so it fills a potential void in demand for career preparation, a new part of the university’s mission.

This certificate connects the music major with a business minor, providing a clear path and better preparation for students wishing to pursue a career in some aspect of music business. Through additional business electives, students are able to focus their education on aspects of business that might be relevant to the career they are hoping to pursue. Further, bringing a student’s music and business education together through the internship and Music Business Workshops will allow for practical experience and career preparation.

It seems likely that approximately 5 students would be pursuing the Music Business Certificate at any given time, though this is a difficult number to project.

The job placement rate for UW-Superior music graduates has been fairly high. This certificate will help the students not only be more prepared to enter the workforce, but will also help students make key connections with businesses in the region.

15. Relationship Between New Program and Current Programs Since this certificate is a small commitment (12 credits) that requires a music major and a business minor, it aimed at students pursuing a Bachelor of Arts in Music degree. The goal is to connect students’ studies in music and studies in business starting in their freshman year.50 Because the 12 additional credits are business courses, the certificate should add only a very small financial burden to the Music Department (funding for the workshops). The goal is not to replace any programs, but to enhance the education of our BA-Music students

50 See four-year pathway, located in the Appendix, page 114-115.


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Pre-Music Therapy Certificate

1. Title and Statement of Purpose The Pre-Music Therapy Certificate is an area of emphasis allowing students majoring in music and minoring in psychology the opportunity to connect the two disciplines through courses relevant to the field of music therapy. This certificate does not lead to licensing in Music Therapy, but prepares students for further study in the field.

2. Curricular Table

Program Title: Pre-Music Therapy Certificate Number of Years to Complete the Program: 4 years Program Submitted for: Plan Approval

Select One: X Plan Approval ¨ Renewal of Plan Approval ¨ Final Approval for Listing ¨ Renewal of Final Approval ¨ Plan Approval and Final Approval for Listing

Current Semester’s Certificate Enrollment: 0 Name of Program Supervisor(s): Dr. Beth Gilbert *Please note: all course descriptions can be found in the UW-Superior Course Catalog. All music majors are required to pass a piano proficiency in order to graduate. The Pre-Music Therapy Certificate is an add-on certificate for students majoring in music and minoring in psychology.

Pre-Music Therapy

Required Major (BA in Music)

Required Minor (Psychology)

General Studies

General Studies Electives Totals

12 units

(46 units) (21 units) (33 units) (8 units) 120 Units

Pre-Music Therapy MUSI 170 Introduction to Music 3 units SPED 283 The Exceptional Child 3 units SPED 375 Ind. Ed. Assessment & IEP Development 3 units ART 419 Multi Modal Art Therapy 3 units ADDITIONAL REQUIREMENTS Students must attend two Pre-Music Therapy Workshops w/ professionals in the field 12 hours** **Two sessions at 6 clock hours each

BA in Music Major

*see Curricular Table for the BA in Music, Section II.B 46 units

Psychology Minor ( showing r equired courses for s tudents pursu ing the Pre-Musi c Therapy Cert i f i ca t e ) Required Courses: PSYC 101 Introduction to Psychology 3 units PSYC 362 Psychological Disorders 3 units PSYC 403 Memory and Cognition 3 units Select one of the following: PSYC 372 Child and Adolescent Development 3 units or PSYC 373 Adulthood and Aging 3 units


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Psychology Minor Electives (select 3 courses – 9 credits): PSYC 260 Personality 3 units PSYC 310 Social Psychology 3 units PSYC 225 Sensation and Perception 3 units PSYC 350 Biological Psychology 3 units PSYC 353 Psychopharmacology 3 units PSYC 320 Health Psychology 3 units PSYC 352 Motivation and Emotion 3 units PSYC 462 Theories of Psychotherapy 3 units PSYC 464 Psych. Assessment, Diagnosis, and Treatment 3 units PSYC 305 Applied Behavior Analysis 3 units PSYC 476 Psychology of Language 3 units PSYC 212 Critical Thinking 3 units PSYC 227 Interpersonal Skills 3 units PSYC 258 Gender, Psychology and Society 3 units PSYC 270 Psychology of Men and Masculinity 3 units PSYC 311 The Psychology of Close Relationships 3 units PSYC 360 Culture and Identity 3 units PSYC 390 Special Topics in Psychology 1-3 units PSYC 490 Independent Study 1-9 units

Total Psychology Minor 21 units General Studies


Total General Studies 36 units General Studies Electives Total General Studies Electives 5 units

3. Assessment of Compliance with NASM Standards The Music Therapy Certificate offered by UW-Superior is not a stand-alone certificate, but rather an ‘area of emphasis’ that can only be attained by students majoring in music and minoring in psychology. The 12 credits of additional coursework and attendance of two workshops fulfill the NASM requirement of an area of emphasis occupying ‘at least 10% of the total curriculum’ (120 credit graduation requirement). Levels of achievement are included in the music major and minor requirements within the course catalog.


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9. Means for Assuring that Requisite Competencies Will Be Developed

As students who pursue this certificate must also fulfill the requirements for a major in music, all music courses must be passed with a C- or better. Music competencies are addressed within the major. Students pursuing this certificate must also fulfill the requirements of a Psychology Minor as spelled out by the Psychology program. This combination of courses would appear in new catalogs upon approval by NASM.51 These necessary levels of achievement are tracked by the Registrar’s Office. The tracking of participants in the Music Therapy Workshops will be done by the Music Department. These require participation through attendance, but not levels of achievement.

9. Faculty Assigned to the Program

This area of emphasis will be overseen by the chair of the department in collaboration with all full-time music faculty members since all potentially advise music students who may wish to pursue this certificate. As the head of the department, the chair will function as the liaison with the Psychology program to secure professionals in the field of Music Therapy who will be featured presenters for the Music Therapy Workshops. Dr. Lois Guderian, our music education coordinator, has experience in multi-modal learning and in presenting workshops, and may also coordinate these experiences.

10. Required Fiscal Resources

Fiscal resources required for this certificate are fairly low and will come from faculty already on campus. Since the certificate is a version of what is already offered for the Minor in Psychology, potential field experiences or internships will be on agreement between the Department of Music and the Psychology program. The expense to the Music Department will consist of fees for professional presenters at the Music Therapy Workshops and library resources.

12. Available Facilities and 13. Library Holdings and Learning Resources Though we have some library resources for Music Therapy, this is an area that needs improvement. Other resources, such as facilities other than the classrooms where courses are taught, are not really needed for this certificate.

14. Rationale for the Program The campus innovation initiative is described in the preceding narrative, concerning the Music Business Certificate. After researching the requirements for Masters level programs in music therapy, and after having researched the opportunities for education in music therapy in the region, the Music Department determined a need for Pre-Music Therapy Certificate in the region. Consultations, discussions, and proposals were exchanged with the Art Therapy, Psychology, and Special Education – three well-established university programs with experienced faculty – that resulted in the design of the Certificate in Music Therapy inclusive

51 See course catalog for minors in psychology: https://www.uwsuper.edu/catalog/2016-17/undergraduate/psychology_catalog1789105#heading1789105e


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of courses believed to be a balanced preparation for students desiring to pursue a Master in Music Therapy. The goal was to create a path of preparation and support for music majors to pursue further studies in the field of Music Therapy. The combination of courses from psychology, art therapy, special education and music, along with field experiences and two workshops allow for this to take place. No other university in the region offers this kind of program, so it fills a potential void in demand for career preparation.

This certificate connects the music major with a psychology minor, providing more in-depth study on subjects that might serve as preparation for further studies in music therapy. Furthermore, the certificate brings a student’s music and education together via 3 university programs offering courses that are vital to the development of understanding and preparation to pursue graduate studies and a career in music therapy. Music Therapy Workshops and potential field experiences through Psychology and Music will allow for practical experience and career preparation.

It seems likely that approximately 3 students would be pursuing the Music Therapy Certificate at any given time, though this is a difficult number to project.

The job placement rate for UW-Superior music graduates has been fairly high. This certificate will provide the Bachelor of Arts in Music degree students more options for careers and future employment in music related positions.

15. Relationship Between New Program and Current Programs Since this certificate is a small commitment (12 credits) that requires a music major and a psychology minor, it aims at students pursuing a Bachelor of Arts in Music degree. The goal is to connect students’ studies in music and studies in psychology starting in their freshman year. Because the 12 additional credits are for the most part psychology courses, the certificate should add only a very small financial burden to the Music Department (funding for the workshops). The goal is not to replace any programs, but to enhance the education of our Bachelor of Arts in Music students. It is our hope to attract students who are interested in the field of music therapy. We have past and current students who have been interested in the field but could not offer anything that was organized towards preparation in music therapy.

C. Programmatic Areas

Item MGE: Music Studies in General Education The music offerings housed within the University of Wisconsin-Superior's General Education program are in compliance with NASM standards. The stated categories of learning required by the UW-Superior General Education program are as follows:

• Communication: Students demonstrate effective communication skills in writing, speaking, reading, and listening.


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• Critical Thinking: Students engage in critical thinking based on multiple forms of evidence.

• Creative Expression: Students develop skills in creative expression, including abstract thinking.

• Diversity and Global Citizenship: Students demonstrate empathetic and ethical thinking based on knowledge of the diversity of human experience.

• Interdisciplinary Connections: Students connect knowledge and methods from a variety of disciplines through courses across the general education curriculum.

Besides core studies in Writing, Math, Communication Arts, and Health and Human Performance, further studies in the Humanities (History; Literature; and World Language, Culture, and Philosophy), Social Sciences, Natural and Physical Sciences, and Fine and Applied Arts are required of all students, as are Diversity and Non-Western category requirements. A total of 42 credits in General Education/University Studies are required of all students by the university.

The Music Department has a robust approach to the teaching of general education at UWS. Course offerings include academic classes such as MUSI 160-Music Appreciation, MUSI 161-Music and World Culture, MUSI 170-Introduction to Music and MUSI 266-Jazz Appreciation. Additionally, applied music and ensembles can be used to fulfill general education requirements in the “Aesthetic Experience” category. In keeping with the university-wide fostering of the liberal arts, these courses receive a significant share of department resources, most notably in the form of faculty load allocation. For example, in spring semester 2017, four sections of Music and World Culture, two sections of Music Appreciation and one section of Jazz Appreciation were offered, a large number of sections for a department of this size. Distance Learning has played an important part in the growth of music department general education offerings. In recent years, high-quality distance learning versions of Music 160, 161 and 266 have been developed and enrollment in these sections has been growing steadily. Summer semester enrollment in music courses had previously been declining but has rebounded recently in large part because of the new distance learning offerings.

A significant recent development has been the revision of General Education at the university level. The process began in 2013 with the development of a new General Education mission statement, newly consolidated student learning outcomes and a new name: the “University Studies Program.” Review of General Education courses began in Spring 2016 and will be completed in Spring 2017. Instructors of courses formerly classified under general education have been required to submit a new application in order to be a part of the University Studies Program. For the application to be successful the course must, 1) adhere to the new mission statement, 2) meet the description of the knowledge category being applied for. (Descriptions of the knowledge categories were retained from the old General Education program.) and 3) meet the student learning outcomes assigned to that knowledge category. In the future, there will be a cyclical review of University Studies courses and a plan for assessment.


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For the Music Department, applying for course approval has had very positive effects. The process has necessitated long-overdue discussions about the role of music in General Education and has prompted new thinking about ways in which to meet the goals of the new mission statement and student learning outcomes. It has also had the highly beneficial effect of bringing together instructors teaching different sections of the same course to forge a common approach to meeting the new requirements. One particularly positive event was a pilot program for fine arts assessment that brought in instructors from a wide array of disciplines to exchange ideas. The conversations that resulted were by all accounts very useful and stimulating and showed the possible potential benefits of an effective assessment strategy for the new University Studies Program.

Music Education for the General College Student

Non-music majors have long played an important role in the success of department ensembles in a small university such as UWS. The availability of General Education credit for ensembles and applied lessons provides a mutual benefit. The non-majors benefit from the experience of teamwork and problem-solving that is integral to successful music-making. The ensembles are in turn enriched and sustained by these students. Additionally, the academic general education courses benefit music majors and non-majors alike by exposing them to new ideas about the role of music in their lives, in history and in contemporary society.

The Education and Training of the Professional Musician

In the case of Music and World Culture and Jazz Appreciation, music majors take the classes alongside non-majors. This has the important effect of exposing both types of student to the thinking of the other. Music majors hear their music professors explain musical concepts to the non-majors and it may stir their own thinking about how to explain the value of music and the arts to a general audience.

Faculty and Administration Involvement

The music faculty at UWS are highly engaged in general education as evidenced by the number of faculty teaching general education courses and the amount of departmental teaching load allocated for the courses. Further evidence can be found in the department-wide support and advocacy for the development of distance learning versions of general education music courses.

Item PER: Music Studies in Performance

Department Goals and Objectives for Performance Performance is a very important aspect of our students’ degree progress, and we have performance opportunities embedded into the curriculum. Every music major is required to perform each semester (with the exception of the first semester on campus) as a part of our Recital Class (MUSI 150). The entire department, including all of the full-time faculty as well as many adjunct faculty, attends these concerts. Many of our faculty holds studio classes throughout the semester in order to offer extra student performance opportunities. Junior, Senior, and Capstone recitals are the culmination of the degree and are graded as well as being assessed via recital rubrics. All recitals must pass a hearing that is juried by three


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faculty members three weeks prior to the recital. If the jury is not passed, the recital is delayed to a later date and the student must once again go through a hearing. Chamber music is also a requirement of our performance degrees, but offered to all of our students. Successful completion of the required credits includes at least one public performance of the chamber group. These performances often times occur on either large ensemble concerts, or student recitals (subject to the recital hearing).52 We continually encourage performance opportunities for our students and faculty outside of the university setting. Please see question 1 regarding our policies about student performance. Policies regarding on-campus performance are detailed in our Music Department Policies and Guidelines. 53 Students, as a part of Recital Class (MUSI 150) are expected to attend up to 10 concerts each semester they are enrolled in the class. Our University Recital Series (3 each semester) are required for our students to attend. The URS features our own faculty as well as guest artists from around the country. The Twin Ports region (Superior, WI/Duluth, MN/neighboring towns) has a rich tradition of the arts, and local support for those arts. As a result there is a myriad of high-level opportunities available to our students and faculty for both performance and attendance. Several of the top organizations in the area include:

• The Duluth Superior Symphony Orchestra (DSSO) – www.dsso.com The DSSO is the professional orchestra in the area that performs 7 masterworks concerts and 3 pops concerts along with special performances and outreach. Top tier soloists are brought from around the country as well as internationally. 20 of our faculty are members of the orchestra, including titled positions (Concertmaster, Principal Viola, Principal Trumpet, Principal Keyboard to name a few). 4 of our faculty have been featured soloists with the symphony, and our choir director is the chorusmaster. We have had a couple of highly talented students who have won auditions to be in the symphony during their time at UWS. Also, our own choir has been featured several times as members of the DSSO Chorus.

• Lyric Opera of the North (LOON) – www.loonopera.org LOON is the professional opera company in the area. Members of our voice faculty have been featured leads in many of the operas over the past few years, and many of our faculty play in the pit orchestra. UWS students have won auditions to be in the chorus and gain additional opera experience.

• Matinee Musicale – www.matineemusicale.org Matinee Musicale provides musical programs to conduct artistic, cultural, educational, and charitable activities. Their concert season consists of four performances of young, rising artists from around the country. Students get to attend all concerts for free.

52 We have created student learning outcomes directly related to performance, which are detailed in Sections II.A.UP (page 32) and III.B (page 78). 53 Please see https://www.uwsuper.edu/acaddept/music/current-students/index.cfm for guidelines


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Matinee Musicale also sponsors a College Scholarship Recital which features twelve talented musicians from each of the three local colleges: University of Wisconsin-Superior, College of St. Scholastica, and University of Minnesota-Duluth. The students are selected by their music department and receive a scholarship award from Matinee Musicale and a public performance.

• There are area concerto competitions (DSSO and the Mesabi Symphony Orchestra) that are available to our students as well as the regional NATS auditions which several of our vocal students take part in every year. All three competitions have featured winners from UWS.

• Students also have the opportunity to perform on stage and in the pit orchestra for several local theater companies.

Jury Assessment

We are currently working on updating and streamlining our jury sheets. This is a work in progress (please see sample jury sheet representative of the string area). There are several ways we are working on improving jury sheets:

1. Assessment: Right now we have a jury sheet that is used for all juries including advanced standing. To help us better understand and achieve our student learning goals, and ultimately have a clearer assessment of our students’ progress, we are making separate jury forms; one for incoming freshman auditions, a jury sheet for end of the semester (reflecting each area of study), and an assessment sheet for advanced standing and entrance into the performance program.

2. Accessibility: Our goal is to have an online fill-in form for our faculty to utilize both in the jury, and to access outside of the department. We have several faculty members who are from out of the area, and this would help to facilitate a more efficient process in regards to jury sheets.

3. Student Feedback: We are reorganizing the forms so information and jury comments can be more easily be given to students after their juries.

Item OPA: Other Programmatic Activities Music Student/Community partnerships include:

• Lyric Opera of the North (Internship) • Lake Superior Children’s Choir (Conducting Assistants) • Duluth-Superior Symphony Chorus (Section Leaders) • Superior Community Children’s Chorus (Teachers and Conductors)

Associations with area schools through our Academic Service Learning (AS-L) program are described in Section I.J, Section II.A.Item ME, and Section II.B Voice Care Specialists with whom we have a relationship: Lions Voice Clinic, University of Minnesota - Twin Cities

o Dr. Deirdre D. Michael, Ph.D., CCC/SLP o Lisa Butcher, M.M., M.A., CCC/SLP


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Section III. Evaluation, Planning, Projections A. Music Unit

Departmental Process for Planning and Evaluation

With regards to evaluating, planning, and projecting, the Departmental Annual Report has been a way that the Department has looked at progress, deficiencies, and data to make projections and decisions about the future. The first section of this report requires the department to analyze data and make decisions about curriculum, course offerings, general education contributions, online learning, enrollment and graduation figures, etc. The report also asks the department to look at retention and recruitment efforts, considering demand for various majors. The second section of the report requires the department to consider its contributions to inclusive excellence, and high impact practices. The third section requires a look at curricular changes and decisions regarding the music curriculum and credit hour production. The fourth section relates to assessment, while the fifth evaluates student and faculty successes. Discussing this report’s questions allows for meaningful discussions that look to the past academic year, but with an eye for future improvements.54

Another report that achieves the same on an assessment level is our annual Assessment Plan/Report. Through the process of assessment discussions every semester, the department has developed clear student learning goals and outcomes that are assessed on a regular basis. Thus, the curricular offerings for music students are tied directly to outcomes, some of which are assessed annually.55

Music assessments have also been tied to university-wide student learning goals and outcome, which were modified in November of 2014. The alignment of these assessment pieces was completed in March of 2016.56

Departmental planning and projections are ongoing. Many calendars items and events are similar from year-to-year. Changes in outreach, performances, and offerings are discussed in faculty meetings. Projections in regards to student numbers, successes and failures are likewise discussed.

B. Students

Background and Principles of Assessment

In the past, UWS Music Department developed degree program requirements, courses, course goals, assessments and evaluations based on the expectations, standards and requirements articulated by these organizations. Therefore, the Music Department has functioned not only under the expectations of the University of Wisconsin-Superior, but also under the discipline-based content guidelines, goals and student learning outcomes for state

54 See Annual Reports referenced in Section IV.MDP III.B, page 112. 55 See Student Learning Outcomes referenced in the following section 56 Refer again to the Outcomes referenced in the following section.


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and nationally accredited degree programs in music (NASM) and music education (Wisconsin DPI).

Past to Current: UWS Music Department Assessment Process 2010-2017

Based on the university mission, the UWS liberal arts learning goals and based on the state and national requirements for degrees in music and music education as mentioned above, in the early years of the current Music Department procedure for assessment and evaluation, 6 goals were formulated for students in all music degree programs. An additional 8 goals were generated for music education majors. Subsequently, student-learning outcomes were developed from the goals.

Curriculum mapping was completed in order to determine when during the degree program, and in which course(s) the knowledge and skills reflected in the goals were developed and subsequently mastered. Curriculum mapping facilitated the assessment of the overall balance, coverage, sequence and scope of the degree programs and brought to light where adjustments were needed.

Similar to the curriculum mapping process, however in different format, for many years the Music Department developed goals and learning outcomes, assessments and evaluations in alignment with the Wisconsin DPI Content Guidelines for Music Education. These were periodically updated from previous years to reflect where, meaning in what course(s), specific knowledge and skills are introduced and developed during the degree program, and the ways students in music education degree tracks are assessed and evaluated according to state and national music teacher education standards.. The Music Department reviews and updates course alignment with Wisconsin DPI Content Guidelines every 2-3 years, with the most recent updates occurring in 2013 and 2015. The update process is an all-faculty effort. Music Department Music Education programs also provide course mapping with the edTPA57 as put forth by the state and the UWS Teacher Education Department.

Music Department Overall Assessment Process

Annually, the university has provided templates for program level planning of assessment, and program level reporting. The Music Department and other departments on campus have an Assessment Liaison who keeps abreast of the university initiatives and reports them to the faculty, researches and prepares materials for discussions during faculty meetings on current assessment procedures, and as a point of departure, spearheads and facilitates the discussion on assessment during meetings. Initially, faculty discussions in 2010 led to the establishment of new assessment goals for the department and decisions as to how goals would be assessed.

The initial discussions included a roll out assessment plan to assess the goals for the purposes of collecting data that would likely inform the Music Department on the

57 Please see the 2015 UWS Music Department alignment with the WI DPI Content Guidelines, found in the USB flash drive in the folder referenced in Section IV.MDP II.D, page 109.


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effectiveness of the degree programs, and insight into measures that could or should be taken to improve the effectiveness of degree programs. Thereafter, the process began a cycle: plan, assess, collect data, analyze and discuss data in faculty meetings, decide on changes or addition, determine a course of action, report findings and decisions, and move forward with a new plan that would again be prepared and sent to the UWS Office of Assessment. Thus, the Music Department Assessment Liaison prepares an annual plan for the UWS Office of Assessment and an annual report on the plan that is submitted after data collection, analyzing of the data and faculty discussion for a new plan of action. Included in these plans and reports are detailed accounts of results of data collection and the faculty decision making process.58

The assessment of the Music Department Goals and Student Learning Outcomes reflects summative outcomes of student learning. Specific course-by-course assessments of student learning per goals of a particular course, and per particular assignment that aligns with goals, are provided in the UWS/DPI Content Guidelines document that aligns with both Wisconsin Department of Public Instruction and the National Association of Schools Music requirements.59

Since the assessment of student learning and collection of data per UWS goal and Student Learning Outcome requires decision making and at times the creation of assessment rubrics and other tools, the assessment plan and process on all goals, inclusive of collected and recorded data, will take several years to fully implement.

During the months between the writing of the annual plan and report, the Assessment Liaison provides reminders and updates to the faculty on what was decided and the tasks at hand.60

UWS Music Department Faculty’s assessment efforts have resulted in the creation of useful tools for assessing student learning, information on what we do well in preparing students for careers in music, information on where improvement is needed, and the implementation of ways to address these areas. For example, all faculty members have increased assignments in and intentional strategies to support students’ writing ability. The faculty has also experienced an increase in understanding of the assessment and evaluation processes.

Updates to Goals and Student Learning Outcomes

In ongoing assessment efforts, there are updates to goals and student learning outcomes. The most recent revisions took place in 2016, and were previously mentioned in Section II.A

58 Please see the Assessment folder in the USB flash drive, corresponding to Section IV.MDP II.B (page 107) of this report for 3 years of examples of Assessment Plans and the corresponding Assessment Reports 59 Please see the Management Documents Portfolio, WI DPI folder, referenced in Section IV.MDP II.D, page 109 for the UWS/DPI Content Guidelines. 60 Please see the USB flash drive folder corresponding to Section IV.MDP II.B (page 109), for an example of an assessment reminder/update to the faculty.


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(page 30). Below are the associated Student Learning Outcomes (SLO) and assessment tools aligned with each Student Learning Goal (SLG).

SLG #1: Students will develop ability to perform music at a high level of mastery in styles most characteristic of the repertory of their major instrument

• SLO: Students will perform music at a high level of mastery in styles most characteristic of the repertory of their major instrument

• Assessment: 1. Audition evaluation sheets 2. Advanced standing evaluation 3. Senior recital rubric

o Protocol: at the entrance audition, students will pass the required criteria to be accepted into a music major degree program; at the end of the sophomore year, students will perform a jury for advanced standing (300-level). Students will perform a senior recital/capstone.

SLG #2: Successfully participate and perform in music ensembles, demonstrating knowledge of the role of the conductor, composer, performer, and audience

• SLO: Students will practice healthy interdependence and mutual respect for others through teamwork

• Assessment: Questionnaire given to students at the end of each semester of ensemble involvement and video evidence ensemble performances made available online

SLG #3: Recognize and analyze the formal and theoretical elements of music both aurally and within the notated musical scores

• SLO: Students will demonstrate the ability to analyze these musical elements at the end of their fourth semester of Music Theory and Ear Training.

• Assessment: 1. Diagnostic theory/ear training exam given at the beginning of the first semester of study in Beginning Theory I (MUSI 173) 2. Final exam given at the end of Advanced Theory II (MUSI 274) and Advanced Ear Training II (MUSI 272)

SLG #4: Relate social, philosophical, technological and artistic developments to music in various time periods

• SLO: Students will demonstrate the ability to relate these developments to music in various time periods via a written essay

• Assessment: Students write an essay on a chosen topic in Music History III (MUSI 365) that reflects this ability – assessed through the current written expression rubric

SLG #5: Evaluate musical performances with insight into the performance practices of various genres


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• SLO: After viewing representative performances, and using the WMEA state adjudication sheet, students will make an assessment of performances on various instruments and/or voice types and subsequently engage in whole group discussion and group evaluation

• Assessment: completed WMEA adjudicator’s rubric detailing observation

Additional Student Learning Goals (SLG) are assigned to the Bachelor of Music Education: Choral/General and Bachelor of Music Education: Instrumental/General degrees, aligned with Wisconsin DPI and NASM standards.

SLG #6: Demonstrate the ability to plan and implement sequentially-ordered comprehensive curriculum and music instruction based on a personal philosophy and the physical, psychological and emotional development of children grades Pre-K-12, in adherence to national and state standards, and local needs

• SLO: Students will successfully complete the student teacher experience. • Assessment: Cooperating teacher and university supervisor evaluations

SLG #7: Demonstrate understanding in available materials, equipment, and computer technology and software for teaching in the schools

• SLO: Students will earn a final grade of C- or better in the MUSI 200 course • Recorded Assessment: Grade for MUSI 200

SLG #8: Demonstrate knowledge of common approaches to music education practiced in Wisconsin and the United States

• SLO: Students will receive a passing score on the Praxis II Content test for music education.

• Assessment: ETA Testing services scoring process, scores recorded and tracked

SLG #9: Demonstrate knowledge and understanding in how to assess student learning in music

• SLO: Students will successfully complete the edTPA according to Wisconsin standards

• Assessment: EdTPA professional scoring process, scores recorded and tracked

SLG #10: Demonstrate proficiency levels on instruments that support the primary teaching area

• SLO: Students will receive a C- or better grade on the Piano II proficiency exam • Assessment: Exam score recorded and tracked


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SLG #11: Conduct ensemble configurations common to particular degree programs (choral, instrumental, general) using techniques appropriate to musical forms and styles, demonstrating ability to analyze ensemble performances and assist performers of various age groups in achieving accurate and artistic interpretations of the music

• SLO: Students will conduct peers and/or school children in ensemble settings • Assessment: current conducting rubric, scores recorded

SLG #12: Demonstrate skills for adapting, arranging and/or transposing music in order to meet the needs of school music programs

• SLO: Students will receive grades of C- or better on arrangement assignments in the following courses: Elementary General Music Methods (MUSED 382), Secondary General Music Methods (MUSED 386), Counterpoint (MUSI 372) or Orchestration (MUSI 374)

• Assessment: Rubrics designed for particular assignments, grades tracked on chart

SLG #13: Demonstrate understanding in the organizational and administrative aspects of the school music program

• SLO: Students will receive a passing score on the Praxis II Content test for music education.

• Assessment: ETA Testing services scoring process, scores recorded and tracked

Music Department Assessment Plan Aligning Campus-Wide Integrated Learning Goals and Outcomes


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Communication

All Bachelor of Arts in Music, Bachelor of Music Education, and Bachelor of Music in Performance majors will be assessed on a) Students will apply modes, styles, and conventions of communication appropriate to the students’ work and their audience. The assessment tool for this will be each student’s senior recital, or capstone project. Standard music rubrics for this capstone are already created and employed.

Individual and Social Responsibility:

All Bachelor of Arts in Music, Bachelor of Music Education, and Bachelor of Music in Performance majors will be assessed on c) Students will practice healthy interdependence and mutual respect for others through teamwork. The assessment tool for this learning outcome will be the meaningful collaborative experience students have each semester in their required major ensembles. This is assessed via a questionnaire given to students at the end of each semester. Numerical data on questions will be recorded for analysis and video evidence of ensemble performance will be made available online.

Creative and Critical Thinking:

All Bachelor of Arts in Music, Bachelor of Music Education, and Bachelor of Music in Performance majors will be assessed on a) Students will articulate important questions, theories, and creative processes. The assessment tool for this learning outcome is a project in their final music history course (MUSI 365, Music History III) in which students will accomplish these through a creative process. This will be assessed with a Creative Thinking Rubric (currently used).

Wisconsin Continuous Review Process

Since 2015, the UW-Superior Music Education program prepares an annual Continuous Review Process Report (CRP) sent in March to the Wisconsin Department of Public Instruction. The reports are sent through the UWS Teacher Education Department. In conjunction with this report, evidence in the form of assessment data is provided and housed in an all-departments data room for the departments on campus that offer degrees in education. Additional information on the Wisconsin Continuous Review Process, the UWS Teacher Education Department Data Room, and assessment and data collection for degrees in music education can be found in Section II.A.Item ME, and within Section II.B.61

61 Please see the UWS Music Education and Wisconsin DPI Documents on the USB flash drive, referenced at Section IV.MDP II.D, page 109 for the UWS Music Department Continuous Review Reports from 2015 and 2016.


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C. Projected Improvements and Changes

Facilities, Equipment, and Technology

With the recent remodel and technology upgrade of the Rehearsal Hall (Holden 2133), and the addition of a small ensemble room (Holden 1124), two longstanding facilities concerns were addressed. With regard to technology, a course titled MUSI 200 – Music Technology was added during the 2015-2016 academic year. A small grant was attained to purchase some of the equipment (software and hardware) necessary to teach the course. However, additional technology purchases are needed to expose students taking the course to other common pieces of music technology, and further purchases would allow more students to take advantage of the software and hardware available in the MIDI lab.

Recruitment Procedures, Admission/Retention, and Record Keeping

For concerns regarding recruitment procedures and admission/retention, see the response to III. D, below.

Regarding record keeping: records of student repertoire studied (jury sheets) are kept in the Music Office. Programs of student recitals, ensemble performances, etc. are also kept in the Music Office. Archival CD copies of student performances are kept as well. Issues exist when it comes to the speed or regularity of getting these recordings tracked, duplicated and archived. Changing student workers and technological failures have contributed to the inconsistencies. A password-protected online archive was created and contains several years worth of ensemble recordings, but has not been updated in since 2014.

Plans for Expanding Curricular Offerings

The addition of a Pre-Music Therapy Certificate is going through governance at this time, and the addition of a Music Business Certificate was recently approved by governance.

D. Futures Issues

Music major enrollment is and will continue to be the most pressing single issue for us to face as a department in the next five to ten years. Though retention efforts have been meaningful and quite successful (as of 2015 the Music Department had a 5-year average of an 81% freshmen to sophomore retention rate), recruitment of new freshmen has not proved as successful. This is reflected in overall lower than average enrollment of music majors. Decreasing overall student enrollment at UW-Superior has had an impact on music major numbers, but university enrollment is rebounding as of last fall. Music major numbers do not reflect this upward trend of freshmen and sophomore enrollment.

Thus, recruitment can be seen as both the most significant challenge and opportunity. Department enrollment targets have been discussed and established. 62 Strong honors festivals exist and bring many students on campus. A recruitment account and budget has 62 See page 19 of Program Prioritization Report, referenced at Section IV.MDP III.C, page 112, and found on the USB flash drive at NASM -> Section IV Management Documents Portfolio -> MDP III -> C. Current analytical or projective studies concerning the music unit -> Program Prioritization Report May 2015 complete.pdf


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been established and has seen increased over the past nine years. Improved relations between the Music Department and Marketing and Communications have been established and continue to be positive. Individual faculty members are committed to and actively work to recruit new students. The opportunities we have for growth come in the form of 1) Organization, 2) Reflection, and 3) Follow-through.

1) Though the Department has developed a Strategic Enrollment Management Plan that has been useful, a clear recruitment calendar needs to be established and followed to ensure recruitment pieces are working in tandem and nothing is falling through the cracks. Clearly organized roles and communication lines are also needed within the faculty to ensure that efforts are being maximized and are less siloed.

2) Regular reflection on what is working and what changes need to be made is also necessary. Though reflection does take place now, the department has a hard time exacting change as a byproduct of the reflection, or the reflection is too infrequent to be productive. Better follow-through is needed.

3) Following through with action items that result from reflection is done far too infrequently. Following through with making regular time for recruitment and contacting students is also an issue that we face as a department. Perhaps some of these issues regarding follow-through point back to the need to be better organized as a department when it comes to recruitment.

Every full-time music faculty member and many adjunct instructors are committed to addressing these issues and to working together to increase the enrollment and strength of the department.


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Section IV. Management Documents Portfolio (MDP)

MDP I—Purposes and Operations

A. Purposes

1. Institutional catalogs

The University of Wisconsin-Superior grants music degrees at the undergraduate level only.

The current Undergraduate Catalog for the 2016-17 academic year is available online at:

https://www.uwsuper.edu/catalog/2016-17/undergraduate/index.cfm

The music portion of this catalog is available online at:

https://www.uwsuper.edu/catalog/2016-17/undergraduate/music_catalog1789229

The Undergraduate Catalog is usually published biennially, but a one-year catalog was introduced during the 2016-17 academic year to accommodate a series of curricular changes approved in the 2015-16 academic year as a result of Program Prioritization and curricular streamlining, initiated at the administrative level.

2. Statement of purposes and specific aims

The statement of purposes, mission statements, departmental goals, and specific aims for the University of Wisconsin-Superior and for the Music Department may be found in Section I.A of this document.

The Student Learning Goals for all music degrees may be found in Section II.A.UP, and the additional Student Learning Goals for the Bachelor of Music Education may be found in Section II.A.ME.

3. Definitions of the institution’s terminology for designating wholes and parts of curricula such as: major, minor, concentration, track, emphasis, etc.

Requirements common to all degrees at the University of Wisconsin-Superior are given in the Academic Policies and Procedures portion of the Catalog, found online at: https://www.uwsuper.edu/catalog/2016-17/undergraduate/registrar_catalog1789441 Within this document, the university defines the following: Bachelor degrees are four-year degrees that include all general education requirements plus a minimum of additional credits toward a specific major(s)/minor so that a minimum of 120 credits are earned. Latin honors are awarded for bachelor degrees. Degrees are further divided into comprehensive majors (those not requiring a minor) and non-comprehensive majors (those requiring a minor).


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Requirements for degrees, and definitions for majors and minors, are given by the registrar as follows:

1. Overall requirements (Note that credits are semester credits.) a. 120 or more total undergraduate credits, i.e. in courses numbered 100-499. b. 36 or more undergraduate credits in upper-division courses, i.e. courses

numbered 300-499. c. A resident grade point average of 2.0 or above for all undergraduate credits. d. 30 or more undergraduate credits earned at UW-Superior. e. The last 12 undergraduate credits earned at UW-Superior.

2. Completion of the General Education requirements (See the General Education section of the UW-Superior catalog.)

a. Core courses. b. Non-Western and diversity requirement. c. Knowledge categories. d. Corequisites.

3. Completion of the requirements for major, minor, and/or comprehensive major programs in different disciplines (See the Academic Programs section of the catalog.)

a. At least one major and one minor in a different discipline; two majors in different disciplines; or a comprehensive major.

i. A major is 30 or more credits, half or more of which are in upper division courses.

ii. A minor is 21 or more credits, one third or more of which are in upper division courses.

iii. A comprehensive major is 51 or more credits, 22 or more of which are in upper division courses.

b. A resident grade point average of 2.0 or above in the courses satisfying the requirements for each major, minor, or comprehensive major. (i.e. separate grade point average for each program.) A student cannot graduate while on academic suspension.

c. Distinct credits in major, minor, and comprehensive major programs, (i.e. credits counted only once.)

i. 51 or more total distinct credits. ii. 22 or more distinct upper-division credits. iii. In the event that one or more courses satisfy requirements in more

than one major and/or minor program, additional credits will be required in one or more of the programs up to the total credits and/or the total upper-division credits required for the programs.

iv. The major and minor programs should be in different disciplines, i.e. half or more of the credits and/or upper division credits applied to one program should be distinct from those for another. Additional credits in one or more of the programs may be permitted to satisfy the distinction.

v. Note: Items iii and iv above do not apply to comprehensive major programs.

4. Variations from these requirements. a. Individual programs, departments or certification groups may have additional

or higher requirements (n.b., this includes the music program)


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b. A petition process for variations from these or other requirements and policies is published in this catalog.

The curricular requirements for music degrees are given in the course catalog at https://www.uwsuper.edu/catalog/2016-17/undergraduate/music_catalog1789229 A curricular table for the Music Minor follows: Curricular Table Program Title: Minor in Music

Musicianship Performance Totals

14 units

8 units 22 Units

Musicianship

MUSI 160 Music Appreciation 3 units MUSI 171 Ear Training I 1 unit MUSI 172 Ear Training II 1 unit MUSI 173 Theory I 3 units MUSI 174 Theory II 3 units MUSI 161 Music and World Culture 3 units

Total Musicianship 14 units

Performance

MUSI (120-139) Applied Lessons 4 units* MUSI (110/112/114, 310/312/314) Major Ensemble (Choir, Band, Orchestra) 4 units MUSI 150 Concert/Recital Class 0 units (4 sem. req.) *4 semesters on same instrument at 1 credit each

Total Performance 8 units Certificates are defined by the University of Wisconsin-Superior within the catalog as follows:

• Certificates are awarded for short programs consisting of 9 to 30 credits. To be awarded a certificate for completion of a credit-bearing certificate program, students must: complete a certificate application form, and submit it to the Registrar's Office for the certificate to be posted to the student's transcript.

• Students earning certificates do not participate in Commencement and Latin honors are not awarded for certificates.

• Certificates are not awarded to students with academic suspension status.

The proposed certificates in Music Business and Pre-Music Therapy most closely align with NASM’s definition of an “Area of Emphasis”.


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B. Size and Scope HEADS Data Surveys for the years 2016-17, 2015-16, and 2014-15, are found on the accompanying USB flash drive, in the following locations: NASM -> Section IV -> MDP I -> B. Size and Scope -> HEADS Data Survey 2016-17.pdf NASM -> Section IV -> MDP I -> B. Size and Scope -> HEADS Data Survey 2015-16.pdf NASM -> Section IV -> MDP I -> B. Size and Scope -> HEADS Data Survey 2014-15.pdf C. Finances A detailed spreadsheet, prepared by UW-Superior’s budget officer, Jeff Kahler, is found in the accompanying USB flash drive, at the following location: NASM -> Section IV -> MDP I -> C. Finances -> NASM Budget Information.xlsx (the spreadsheet is in Microsoft Excel format) A memo from the Student Government Association regarding specifics about segregated fees and allocable vs. non-allocable funds is found at: NASM -> Section IV -> MDP I -> C. Finances -> UW Superior Allocable and Nonallocable Agreement 8-26-2014.pdf A letter of support from Interim Provost Jaclyn Weissenberger, affirming the campus commitment to supporting the Music Department through the additional funding scheme established in 2008, may be found at: NASM -> Section IV -> MDP I -> C. Finances -> Letter of Support for Music_NASM Reaccreditation 12.27.16 revised.pdf D. Governance and Administration Tables clearly outlining the internal organization of the university and the music unit are included in the following file: NASM -> Section IV -> MDP I -> D. Governance and Administration -> Governance Charts.pdf E. Faculty and Staff

1. Policies and procedures for calculating faculty loads (including credit for ensembles and applied lessons), for evaluating teaching effectiveness of music faculty, and for hiring of faculty are found in the following file. Faculty


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are allowed $500 from department funds to assist in conference travel per year. Faculty policies are available on the USB flash drive at:

NASM -> Section IV -> MDP I -> E. Faculty and Staff -> Faculty Policies.pdf

2. A chart with faculty assignments and information may be found at:

NASM -> Section IV -> MDP I -> E. Faculty and Staff -> Faculty Info Chart.xlsx Complete faculty CVs may be found in the same folder, divided between full-time and adjunct faculty.

3. A list of current faculty teaching assignments, including the number of classroom/lecture, applied lessons, and/or ensembles per week per semester

NASM -> Section IV -> MDP I -> E. Faculty and Staff -> Music Course Offerings 2016-17.xlsx

F. Facilities, Equipment, Technology, Health, and Safety

1. A list of facilities for music and related activities.

NASM -> Section IV -> MDP I -> F. Facilities, Equipment, Technology, Health, and Safety -> 1. Facilities Inventory.xlsx

2. An inventory of equipment for music as required by the institution.

Inventories for band instruments, pep band instruments, string instruments, pianos, and opera workshop, are found in

NASM -> Section IV -> MDP I -> F. Facilities, Equipment, Technology, Health, and Safety -> 2. Equipment Inventories.xlsx

Inventories for the band, choir, orchestra, and jazz band libraries may be found in the same folder on the USB flash drive.

3. An inventory of technology for music as required by the institution.

Technology inventories are found in:

NASM -> Section IV -> MDP I -> F. Facilities, Equipment, Technology, Health, and Safety -> 3. Technology Inventories.xlsx

4. Plans and/or schedules for maintenance and replacement of facilities, equipment, and technology.

Equipment in the Music Department is upgraded or replaced on an “as needed”-basis Technology replacements and upgrades are addressed through our university’s Technology Services Department. While no rotating plan exists to replace out-of-date technology, the Music Department addresses these concerns as they arise.


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The Campus Master Plan and Capital Campaign are the documents which govern large-scale renovations, funded and managed by the Wisconsin Department of Administration – Division of Facilities Development (DFD) and are conducted through contracted design and labor. Equipment and technology upgrades are either included in DFD projects or in campus-funded small projects, through UWS Facilities Management and UWS Technology Services. The University Technology Committee through departmental requests and budget availability determines the viability of smaller requests.

The UWS Capital Budget plan is given at:

https://www.uwsuper.edu/facilities/plan/upload/UWS-Capital-Budget-2017-to-2023-Presentation.pdf

The UWS Master Plan is given at:

https://www.uwsuper.edu/facilities/plan/master-plan-workshops-updates-final-documents.cfm#_8_1730836

5. Policies and means for informing students and others regarding health and safety issues, hazards, and procedures inherent to practice, performance, teaching, and listening both in general and as applicable to their specialization, including but not limited to hearing, vocal, and musculoskeletal health and injury prevention. Please include the text or indicate the Web location of any basic information used by the institution for this purpose.

The current department procedures with regard to informing students about health and safety issues inherent to musical performance are given in Section I.F.

The department has posted and distributed the following information sheets from NASM/PAMA:

https://nasm.arts-accredit.org/wp-content/uploads/sites/2/2016/02/5b_NASM_PAMA_NMH-Student_Information_Sheet-Custom-NMH_June-2014.pdf

https://nasm.arts-accredit.org/wp-content/uploads/sites/2/2016/02/5a_NASM_PAMA-Student_Information_Sheet-Standard.pdf

7. As applicable: documentation regarding (a) health and safety certifications or approvals, (b) relationships with health professionals for students and the music unit, (c) operational policies establishing clear distinctions between general health information from the music unit and professional medical advice.

UWS Music Faculty member, Melanie Severs is recognized as an expert as a licensed Andover Educator: Body Mapping Specialist, providing the Department a valuable resource for our students. She is in demand at the national level for her work with musicians.


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G. Library and Learning Resources

1. Description of music library holdings and learning resources, including electronic access, as published by the institution.

The resources of the UW-Superior Music Department are held in the Jim Dan Hill Library (the main campus Library). Reference materials and a listening collection of CDs are held on the main floor. Videotapes and DVDs are held on the second floor, and educational materials are also housed on second floor in the Educational Materials section. Print journals, physical books, and scores are maintained as part of the general Library collections on the Garden Level of the Library. The Jim Dan Hill Library makes a concerted effort to provide materials that are readily accessible to all students, including distance students, through its purchase of electronic resources. Holdings include standard reference works monographs and journals to support music performance and study, scholarship, and research. The collection has breadth to support research in most aspects of music and depth sufficient to support more specialized study and research by upper-level students and faculty. Online databases are available through the Jim Dan Hill Library website, including Music Online: The Garland Encyclopedia of World Music and Naxos streaming audio files, and Music Online Classical Scores. The Library provides wireless connectivity as well as lab and check-out computers and peripherals for in-house use in study rooms. The Jim Dan Hill Library follows campus and Wisconsin System institutional policies related to governance and administration, collections, personnel, services, facilities and finances.

2. Information concerning student and faculty access (a) to the institution's library in terms of hours of operation, catalogs and indexes; and [b] to the holdings of other institutions through various means

Hours

The Jim Dan Hill Library is open during the regular semester from 7:45 a.m. until 10:30 p.m. Monday - Thursday; Friday 7:45 a.m. until 4:30 p.m.; Saturday noon to 4 p.m.; and Sunday 5 p.m. until 10 p.m. Hours are more limited during inter-session periods and in summer. Electronic holdings and Library resource guides may be searched and accessed by students and staff 24/7/365 from any internet-enabled device. REGULAR TERM INTERSESSION SUMMER DAY HOURS DAY HOURS DAY HOURS M – Th 7:45 AM – 10 PM M – Th 9 AM – 3

PM M – Th 7:45 AM – 4:30

PM Friday 7:45 AM – 4:30

PM Friday 9 AM – 3

PM Friday 9 AM – 3 PM

Saturday Noon – 4 PM Saturday Closed Saturday Closed Sunday 5 PM – 10 PM Sunday Closed Sunday Closed


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Hours of the Library, along with street address and telephone number, are posted in the footer of the Library Main Page (http://library.uwsuper.edu/library). Daily hours and a full calendar are also available.

Screen Capture January 23, 2017 at 4:18 p.m.

Catalog and Discovery Interface

The Jim Dan Hill Library ‘catalog,’ Search @ UW, is also found on the Library Main Page and acts as a Discovery interface by interacting with many of the Library’s other resources, including journal databases. Search @ UW can immediately expand search capability to all University of Wisconsin libraries. UW Libraries uphold a “One System, One Library” mission, and policies allow students and staff to check out material from any UW campus equally and at no charge. Materials from other campuses are delivered by daily courier and requestors are notified upon the material’s arrival at their home campus.


Monographs • Electronic Books

o 4 major vendors, ACLS Humanities Ebooks; Ebsco, Ebrary, and Project Muse Books

o The Library both purchases and subscribes to e-books o Each has multi-disciplinary collection of electronic books o Over 2,000 titles in the Music subject area alone o Limited printing and copying of material is possible

• Library Monographs o The Library contains over 3,000 print monographs relating to Music and

Music Education


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Library Journal Subscriptions The Library is moving to electronic-only journal holdings as a result of the 2012 flood as well as student preference for access. All titles (print or electronic) can be found via the Journals A-Z list. The tab is found on the Library Databases page.

• There are 291 full text journal titles directly related to Music • There are an additional 184 titles in Dance, Drama and Film • There are 1,472 full text titles directly related to Education


Major Electronic Resources

UW-Superior subscribes individually or consortially to 218 databases, many containing multi-disciplinary content. Some of the resources most significant to Music and Music Education are listed below. Electronic databases may be found in the Library’s Databases A-Z list of resources (http://library.uwsuper.edu/az.php) or sorted by Subject/Discipline. Individual journal titles may also be accessed directly from Journals A-Z on the same page. Select Journal Databases

• Academic Search Complete (Ebsco). A comprehensive scholarly, multi-disciplinary full-text database, with more than 8,500 full-text periodicals, including more than 7,300 peer-reviewed journals. In addition to full text, this database offers indexing and abstracts for more than 12,500 journals and a total of more than 13,200 publications including monographs, reports, conference proceedings, etc.

• Biography in Context (Gale). Biographies and related full-text articles from magazines and newspapers on both contemporary and historical figures. Search by


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name, occupation, nationality, ethnicity, birth/death dates and places, or gender, as well as keyword and full text.

• Business Source Premier (Ebsco). Journal articles, business profiles, management and marketing information, and other business-related resources, including music industry.

• Education Research Complete (Ebsco). Journal articles, conference papers, and books in the field of education. Coverage includes all levels of education from early childhood to higher education, and all educational specialties, such as multilingual education, health education, and testing.

• Humanities International Complete (Ebsco). Full text for more than more than 1,200 journals, indexing for more than 2,300 journals, plus unique full text content, much of which is not found in other databases.

• JSTOR. Multiple files of JStor, containing the electronic full text of core journals in history, political science, philosophy, mathematics, economics, and other social sciences and humanities.

• Music Index. Contains cover-to-cover indexing and abstracts of articles about music, musicians, and the music industry for more than 475 periodicals, as well as book reviews, obituaries, news, and selective coverage for more than 230 periodicals.

• Professional Development Collection (Ebsco). Highly specialized collection of nearly 520 high quality education journals, including more than 350 peer-reviewed titles. This database also contains more than 200 educational reports.

• Project Muse. An interdisciplinary database including journals published by university presses in humanities, social sciences, and mathematics. Full text starting 1995.

• SAGE Journals - Premier. Includes leading international peer-reviewed journals, including high-impact research titles published on behalf of more than 350 scholarly and professional societies. Subject coverage spans business, humanities, social sciences, and science, technology, medicine and many more.

• Web of Science Core Collection / Arts & Humanities Citation Index. Citations for millions of scholarly articles in the humanities and sciences from 1987 to present. Select specific citation indexes to focus results.

Reference & Newspapers • African American Music Reference. Reference articles, books, biographies, linear

notes and other resources relating to black American musical expression. Browse by music genres, performers, historical events, etc.

• America’s Historical Newspapers (Readex). American newspapers from the late 17th century to the late 20th century. Search or browse by dates and eras, newspaper titles, places of publication, and article types. Includes the African American Newspapers, 1827-1998 collection.


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• Artemis Primary Sources / NewsVault (Gale). An integrated search interface that includes 17th – 20th Century newspaper collections

• Credo Reference. Background information to start your research on any topic. Content includes entries from various encyclopedias, dictionaries, thesauri, and other reference tools across all disciplines. Contains graphical “mind mapping” tool.

• Music Online: The Garland Encyclopedia of World Music. Audio recordings, encyclopedia entries, and other resources for music research of all the world’s peoples. (Print and electronic versions)

• New York Times (ProQuest Historical Newspapers). Access to searchable content of The New York Times from 1851-2011

• Newspaper Source Plus (Ebsco). Provides access to more than 860 full-text newspapers, providing more than 35 million full-text articles. In addition, the database features more than 857,000 television and radio news transcripts.

• Oxford Music Online. The authoritative resource for music research with an ongoing mission to chart the diverse history and cultures of music and musicians from around the globe. Includes Grove’s Dictionary of Music & Musicians, New, Grove, Grove Opera, and Grove Jazz. Features Sibelius Scorch-enabled musical examples. Latest editions of The Grove Dictionary of Musical Instruments and The Grove Dictionary of American Music are being added with site updates. (Print copies of Grove’s titles are also available)

Media Listening

• Naxos Music Library. A comprehensive collection of classical music available online, including the complete Naxos, Marco Polo and Dacapo catalogues of over 85,000 tracks, including classical, jazz, world, folk and Chinese music.

• Music Online: The Garland Encyclopedia of World Music. Audio recordings, encyclopedia entries, and other resources for music research of all the world’s peoples. (Print and electronic versions)

• 150 physical DVDs related to Music and Music Education • 200+ ‘listening library’ audio CDs

Streaming Video • Black Studies in Video (Alexander Street). Documentaries, newsreels, interviews and

archival footage surveying the evolution of black culture in the United States. Includes films covering history, politics, art and culture, family structure, social and economic pressures, and gender relations.

• Ethnographic Video Online (Alexander Street). Ethnographic films, documentaries, select feature films, and previously unpublished fieldwork for the study of human culture, behavior and society around the world.


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• Filmmakers Library Online (Alexander Street). Documentaries across all disciplines. Coverage includes race and gender studies, criminal justice, political science, psychology, arts, literature, and more.

• Films on Demand. Thousands of documentaries, feature films, newsreels, and performances in the music area alone

• Kanopy. A streaming video collection with 50,000+ films from thousands of leading producers such as Criterion Collection, Universal Paramount, The Great Courses, New Day Films, California Newsreel, Kino Lorber, PBS, First Run Features, Media Education Foundation, Documentary Educational Resources, etc.

Electronic Scores • Music Online: Classical Scores Library (Alexander Street). In-copyright scores

essential for the study of composition, music history, appreciation, performance, analysis, composition, and theory.

Holdings of Other Institutions The Jim Dan Hill Library participates in Resource Sharing with the campuses of the University of Wisconsin System. Using Search @ UW at the System level, students and staff can expand their catalog search beyond UW-Superior, gaining access to holdings of the University of Wisconsin Library Consortia and extending resources to 161,293 items, including 47,282 scores. Additionally, our Interlibrary Loan Service (http://library.uwsuper.edu/request/interlibrary-loan) provides access to materials from thousands of OCLC partner libraries, most at no cost to students or staff.

• WorldCat Discovery. Search libraries worldwide using WorldCat/FirstSearch or Discovery Service, the world's largest network of library-based content and services. (Databases A-Z List)

• UW-Digital Collections (https://uwdc.library.wisc.edu/collections/). Open source collections containing audio recordings, photographs of instruments and performers, and scores. Includes Mills Music Library Digital Collections, Americana Sheet Music Collection, and more. The UW Digital Collections are also cataloged in the Search @ UW discovery interface.

Screen capture Jan. 25, 2017 at 5:05 p.m.


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Instruction Instruction on use of library resources is coordinated by the Library’s Information Literacy Librarian and instruction sessions and reference support for Music are provided by the Music Department’s Library Liaison.

• Library Instruction • Music Student Research Guide

3. If the music unit relies substantially on libraries or learning resources beyond the institution for information access, collections, or facilities, information concerning (a) accessibility; (b) collections in relationship to major areas of study, curricular offerings and levels; (c) agreements regarding student/faculty use of these facilities; and (d) student use of these facilities.

N/A. The music unit does not rely substantially on libraries or learning resources beyond the institution.

4. Expenditures for music acquisitions as documented by the institution (actual $ amounts listed) - ideally broken down with expenditures for (a) year before last, (b)last year. (c) budgeted for this year in the following categories: books, collected editions, periodicals, videotapes, scores, recordings, microfilm/microfiche, electronic access (specify). Totals for each year.

The allocation of the JDH Library’s acquisitions budget assigned to the Music Department for the past few years should be viewed as an approximation only. In June 2012, the campus experienced a devastating flood, and the main collection of the library – including print books and scores, and all print journals – was entirely lost. Insurance settlement for the loss was in negotiation until the final settlement and stipulations were received in June 2014. Since the flood, the Library has spent sums beyond what would be considered ‘normal’ departmental allocations to replace and rebuild all of its disciplinary collections. The Library plans to initiate an analysis of disciplinary balance within the next year. The first response to the flood recovery (beyond securing and restoring the building) was to address urgent needs by immediately acquiring back-files of journals electronically through services such as JSTOR, and ensuring on-going access to key journals through large aggregator databases, such as Academic Search Complete and Project Muse. Monograph holdings, too, were dependent on multi-disciplinary subscription e-book packages from vendors. For this reason, the Library cannot entirely separate spending by format and discipline. The Library initiated steps to immediately re-acquire all print resources purchased since 2000. Lists extracted from the electronic catalog also provided lists of older materials. The lists were examined by the departments, to help the Library prioritize high-value research materials for replacement. The latter purchases were often limited by availability, especially for older, rare materials. Of all disciplines, the Library was assisted most significantly in replacing print music through donated copies of scores and collections. Overall, data was also difficult to separate due to the Wisconsin System-wide purchase of a new library integrated management system, Alma. Retrieval of the transitional data from the old management system to the new was not available in identical ways, as the systems were not directly compatible.


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Jim Dan Hill Library Expenditures for Music: FY15, FY 16, FY17 In reporting fund codes, (D) refers to core funds, while (F) refers to flood recovery funds; YBP is an additional flood fund through the book vendor, Yankee Book Peddler (now a subsidiary of Ebsco). Library Expenditures a) FY 15 b) FY 16 c) FY 17

Books $2,796.34 (D) $11,572.53 (F) $9,649.74 (YBP) Garland Encyclopedia of World Music Online Perpetual Access Purchase $4,333.00 Total: $28,351.61

$3,805.18 (D) $615.24 (F) $1,949.74 (YPB) Total: $6,370.16

$5,962.75 (D) $349.51 (F) $639.31 (YBP)

Total As Of 1/27/17: $6,951.57

Periodicals $99.00 $99.00 $99.00 Video/DVDs ** $0 $0 Scores $0 $36,000.00* Music

Online: Classical Scores Library Perpetual Access Purchase

$0

Recordings $0 $0 $0 Microfilm/fiche $0 $0 $0 Electronic Access Garland

Encyclopedia of World Music Online Hosting Fee, $100; Music Index Online, $895; Naxos Music Library, $803.25; Oxford Grove Music Online, $807.19 Total $2,605.44

Classical Scores Hosting Fee, $450; Garland Encyclopedia of World Music Online Hosting Fee, $100; Music Index Online, $913; Naxos Music Library, $829.50; Oxford Grove Music Online, $807.19 Total $3,099.69

Classical Scores Hosting Fee, $450; Garland Encyclopedia of World Music Online Hosting Fee, $100; Music Index Online, $931; Naxos Music Library, $855.75; Oxford Grove Music Online, $768.60 Total $3,105.35

TOTAL $31,056.05 $45,568.85 $10,155.92 *To assist in replacement and improve access to scores, the Library collaborated with Music Faculty to examine and purchase Classical Music Scores electronic database. The majority of print scores and music collections were acquired in FY14, and a significant number were donated rather than purchased; therefore $0 does not reflect actual acquisition of format. ** ALMA transfer fund codes could not distinguish between book and videos.


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5. Number of Staff dedicated to the music collection and the qualifications for each position

The Interim Library Director of the Jim Dan Hill Library, Laura Jacobs, is designated as Library department contact with the Music Department. The members of the Music Department equally distribute their departmental contact with the Library’s Liaison, rather than designating a single departmental liaison. They approve selection of ‘essential’ and ‘highly recommended’ works as designated by ACRL CHOICE review cards, and are encouraged to request additional and specialized content at any time throughout the year. The Library Liaison meets with the department at least annually to discuss needs of the Music Department and provides update communications throughout the semester. Additional meetings and instruction sessions are arranged upon request. The liaison also maintains a Research Guide to Music Resources (http://library.uwsuper.edu/music) for the Music Department, available via the Jim Dan Hill Library’s website.

6. Policies & Procedures for acquisitions, preservation and replacement, including music faculty involvement

All policies of the Jim Dan Hill Library, including the Collection Development Policy, are available on the library web page. Best practices are employed for preservation and replacement of materials. The campuses of the Consortia of UW System Libraries (CUWL) employ the results of the “University of Wisconsin CDC [collection development committee] Collection Valuation Committee Report” for periodic valuation of its collections. The intent of the 2014 report “…was to investigate average costs by library format that could be used as standard replacement values by UWS Risk Management in event of a library loss.” [Emphasis added]

• Library Collection Development Policy • Library Departments and Policies • Library Liaison Program

Procedures at UW-Superior Jim Dan Hill Library Prior to the 2012 flood and as general procedure, the Jim Dan Hill Library budget allocates a specific amount of its monies for acquisitions to support the Music Department and expenditures are determined by music faculty. During the period immediately following the flood, the Library moved quickly to replace as much content as possible. To that end, the Library focused on acquiring aggregator databases for electronic access. The Library also immediately moved to replace all materials acquired since 2000, for which it had best records. Using lists extracted from the electronic catalog, the Library moved to replace as many items as possible from older holdings. We worked closely with a small company in Canada to locate copies of scores and printed music for purchase. We also received music through donations. To ensure the best access possible, and recognizing the time constraints of both the Music faculty and the Library’s cataloger, the Library contracted with music bibliographers at OCLC to provide catalog records for over 2,000 print music titles. Music faculty make requests to their Library Liaison, or using an online request form to the Library Collection Development Librarian. Music faculty input is encouraged by the Library


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Liaison by periodic communications throughout the year. Substantial requests, such as the purchase of Classical Music Scores, are negotiated on a case-by-case basis.

7. Plans for library equipment acquisitions and maintenance Student equipment in the Jim Dan Hill Library is maintained by the campus Technology Services unit. Requests for plugins and downloads are accommodated through Technology Services Help Desk and computers are replaced according to the Lab Modification refresh policy every 4 years.

H. Recruitment, Admission-Retention, Record Keeping, Advisement, and Student Complaints

1. Policies, procedures, and music unit standards used for recruitment and admissions at each applicable program level

Policies and requirements regarding auditions for incoming students are found at:

https://www.uwsuper.edu/acaddept/music/prospective-students/auditions.cfm

Information for admission to upper division standing is found at:

https://www.uwsuper.edu/acaddept/music/current-students/index.cfm

A detailed department recruitment plan developed by the Music Department may be found in the USB flash drive at:

NASM -> Section IV -> MDP I -> H. Recruitment, Admission-Retention, Record Keeping, Advisement, and Student Complaints -> Strategic Enrollment Management Plan (Music Department).docx

2. Policies, procedures, and music unit standards regarding retention at each applicable program level.

Policies regarding juries are given in Section I.H.

An example of the jury template may be found at:

NASM -> Section IV -> MDP II -> B. Evaluation of the Development of Competencies -> Jury Template.pdf

3. Policies and procedures used for the advisement and counseling system at various program levels, including those employed to address (a) program content; (b) program completion; (c) music -specific student services associated with individual students’ programs.

Four-year pathways for all majors and advising checklists for the Bachelor of Music Education degrees may be found online at:


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https://www.uwsuper.edu/acaddept/music/current-students/index.cfm

All faculty in the Music Department also serve as advisors. Additionally, students receive advising from the Advising Center:

https://www.uwsuper.edu/advise/index.cfm

A freshman advising sheet for music students may be found in the USB flash drive at:

NASM -> Section IV -> MDP I -> H. Recruitment, Admission-Retention, Record Keeping, Advisement, and Student Complaints -> freshmanadvisingsheet.pdf

4. Policies concerning the submission, processing, and consideration of student complaints offered in substantial number over an extended period of time with regard to a specific issue, including communication of the outcome of consideration and any action taken.

Policies for the submission of complaints are given at:

https://www.uwsuper.edu/provost/universitywide/uw-complaint-process.cfm

5. Information concerning counseling for students (a) preparing to be elementary/secondary specialist music teachers, (b) preparing for careers, and (c) anticipating continuation of studies.

Counseling for students preparing to become music teachers, or to continue study at the graduate level, are given by our Music faculty. The University’s Career Services resources may be found at:

https://www.uwsuper.edu/career/index.cfm

6. Student record-keeping policies and procedures at various program levels, including issues such as courses taken, grades, repertory studied, performance, and special evaluations.

Grades are maintained by the registrar’s office. All repertory studied, performances, and evaluations are stored in the Music Department archives.

I. Published Materials and Web Sites

1. The location of published or Web information required by NASM standards regarding content to be included in published materials.

Statements of Purpose may be found at the following sites:

UW-System Mission: https://www.wisconsin.edu/regents/policies/the-university-of-wisconsin-system-mission/ UW-Superior Mission: https://www.uwsuper.edu/about/mission-history.cfm Information on the size and scope of the program, curricula, and faculty, is available at the Music Department website: https://www.uwsuper.edu/acaddept/music/index.cfm


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And on the Course Catalog: https://www.uwsuper.edu/catalog/2016-17/undergraduate/music_catalog1789229

The personnel and organization structure of UW-Superior’s Administration may be found at: https://www.uwsuper.edu/about/administration.cfm

Information on UW-Superior’s location and facilities are available at:

https://www.uwsuper.edu/contactus/maps-directions.cfm

Specific information regarding Music facilities is available at:

https://www.uwsuper.edu/acaddept/music/prospective-students/facilities.cfm

costs and refund policies;

Information on costs and refunds may be found at:

https://www.uwsuper.edu/bursar/fees/index.cfm

and

https://www.uwsuper.edu/bursar/payment/refunds.cfm

Rules and regulations for academic and non-academic conduct may be found at:

https://www.uwsuper.edu/studentconduct/index.cfm

All quantitative, qualitative, and time requirements for admission, retention, and completion of degrees and other credentials may be found in the course catalog:

https://www.uwsuper.edu/catalog/2016-17/graduate/academic-policies-and-procedures_catalog1789636

The academic calendar may be found at: https://www.uwsuper.edu/registrar/news/calendar.cfm

The grievance and appeals process for faculty may be found at:

https://www.uwsuper.edu/academicsenate/forms/index.cfm

The course catalog clearly states the accreditation status of UWS with NASM, and indicates the licensures awarded upon successfully completion of the certification requirements for the Bachelor of Music Education degrees:

https://www.uwsuper.edu/catalog/2016-17/undergraduate/music_catalog1789229

Possible career lists are published online at:

https://www.uwsuper.edu/acaddept/music/prospective-students/careers-in-music.cfm

https://www.uwsuper.edu/admissions/majors-minors/music_majorminor1753004

https://www.uwsuper.edu/admissions/majors-minors/music-education_majorminor1753013


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https://www.uwsuper.edu/admissions/majors-minors/music-performance_majorminor1753023

https://www.uwsuper.edu/admissions/majors-minors/music-business_majorminor1869286

2. Documents or Web locations applicable to the music unit that provide public information about the program, including promotional material used in student recruitment.

https://www.uwsuper.edu/acaddept/music/prospective-students/index.cfm

https://www.uwsuper.edu/acaddept/music/music-scholarships.cfm

A departmental recruiting video may be found at:

https://www.youtube.com/watch?v=7UgxIVak4bQ&t=16s

Examples of printed promotional material may be found on the USB flash drive at:

NASM -> Section IV -> MDP I -> I. Published Materials and Web Sites -> uws music department promo.pdf

J. Community Involvement

1. Significant community involvements and interactions occur with:

• Duluth-Superior Symphony Orchestra (students & faculty) • Lyric Opera of the North (students & faculty) • Matinee Musicale (students) • Area public schools (students & faculty) • Area church music programs and churches (students & faculty) • Honors festivals (students & faculty) • Adjudication of music contests (faculty) • Teaching in Conservatory Program (students) • Run-out concerts (faculty & students) • Academic Service Learning (faculty & students)

More details about UW-Superior’s extensive Academic Service Learning (AS-L) programs, developed by our Music Education coordinator, Dr. Lois Guderian, may be found at the following websites:

http://www.nafme.org/music-education-multiage-learning-communities/

https://www.uwsuper.edu/acaddept/music/news/music-department-partners-with-superior-schools-for-academic-service-learning_news1754566


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K. Articulation with Other Institutions

1. Published lists or texts of articulation agreements between two-year and four-year degree-granting institutions.

2. Copies of any agreements whereby the institution either provides or receives credit for degrees or other credentials in music from other institutions.

All articulation agreements for the University of Wisconsin-Superior may be found at: https://www.uwsuper.edu/admissions/transfers/transfering-credits.cfm.

MDP II—Instructional Programs

A. Credit and Time Requirements

1. The institution’s definition of a semester- or quarter-hour of credit, including calculations for determining credit hours in lecture, studio, ensemble, independent study, and other types of courses.

The definition of an hour of credit, including instructions appropriate to studio and ensemble classes, and transfer credit policies, is given in the Academic Policies and Procedures page: https://www.uwsuper.edu/catalog/2016-17/graduate/academic-policies-and-procedures_catalog1789636 Specifically: A class hour is defined as 50 minutes. The following definitions refer to the number of class hours during a semester that is approximately 15 weeks long or an equivalent amount of time for terms of longer or shorter duration.

• One on-campus class credit is defined as: 1 class hour of classroom or direct faculty instruction per week and a minimum of 2 class hours of out-of-class student work each week.

• One distance learning or hybrid class credit is defined as: an equivalent amount of instruction and student work leading to equivalent learning outcomes, as required for an on-campus class as defined above.

• One laboratory credit is defined as: a minimum of 2 class hours of work each week in a laboratory under the supervision of a lab supervisor/instructor and an expectation of 1 class hour of additional out-of-class student work each week

• One studio credit hour is defined as: a minimum of 2 class hours of studio work each week under the direct supervision of an instructor and a minimum of 2 class hours of individual studio work each week

• One ensemble music credit is defined as: a minimum of 1 class hour of supervised rehearsal each week and a minimum of 2 class hours of individual student work each week


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• One internship or practicum credit is defined as: at least 45 hours of supervised work in a field placement each semester

• One individualized study credit (e.g. thesis, independent and applied music) is defined as: a minimum of 3 class hours of direct instruction and/or individual work each week

B. Evaluation of the Development of Competencies Evaluation policies and procedures for students, including recital requirements and upper division candidacy information, are given in the Music Department Policies, found at: https://www.uwsuper.edu/acaddept/music/current-students/index.cfm

The current template for jury evaluations may be found in the USB flash drive: NASM -> Section IV Management Documents Portfolio -> MDP II -> B. Evaluation of the Development of Competencies -> Jury Template.pdf Documents pertaining to the Student Learning Goals and the university’s Assessment plans referenced in Section II.B may be found in the accompanying USB flash drive, in the same directory. C. Distance Learning Programs

1. The institution’s written policies, rules, and procedures and other general information about distance learning programs.

The website of the University of Wisconsin-Superior’s Distance Learning program is at the following link: https://www.uwsuper.edu/dl/index.cfm

The University of Wisconsin-Superior verifies the identity of students enrolled in distance learning courses. These practices are in compliance with the provisions of the United States Federal Higher Education Opportunity Act (HEOA), Public Law 110-315 concerning the verification of student identity in distance learning. The Distance Learning Center continues to monitor changes in policy, practice, and technology affecting academic integrity practices in distance learning courses.

All students who are enrolled in courses offered through distance learning (DL) at UW-Superior must verify that they are the same student who participates in, completes, and receives academic credit for the course. The following methods are used to verify the identity of the student.

Within courses, secure login and passcode are required for access to the university's learning management system. Each student is issued a unique login that requires them to create a personal passcode once they have accessed the Learn@UW-Superior learning management system (Desire2Learn). Students use the system for submission of all assignments and projects. Further, the Board of Regents of the University of Wisconsin System Policy on Use


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of Information Technology Resources63 requires students to keep their passcode private and secure.

For examinations, a system of examination proctoring assures the identity of the individual taking the examination, ensuring the identity and integrity of the proctor administering the examination. Proctors must submit identity documentation and be approved by UW-Superior to provide proctor services. Proctors must follow established university practices, communicated in the proctor agreement, to protect the private information of students. Students taking a proctored examination are required to provide a government issued photo identification at the time of examination.

For assignments, a system of plagiarism detection is provided to instructors. TurnItIn is a plagiarism detection tool integrated with its online learning management system.

Further, all UW-Superior students must abide by the integrity requirements of the University Pledge, and the Academic Misconduct prohibitions of State of Wisconsin Administrative Code, Chapter 14.

Lastly, there are other UW-Superior teaching and learning practices and conditions that further ensure students are practicing with academic integrity. Distance Learning (DL) classes maintain a small faculty to student ratio. This permits faculty to become familiar with the ways individual students learn, communicate, and pursue their studies. Instructional design staff encourages and assist instructors teaching a DL course to design it with varied and multiple assessment instruments. This diversity of assessment provides more opportunities for students to demonstrate, and instructors to recognize, their unique and recognizable performance characteristics.

Additional costs only apply to students who are enrolled in five UW-Superior distance learning courses that require proctors for exams. These courses are Math 090, 112, and 113 and Biology 100 and 123. Oftentimes proctors do not charge students for their services. When proctors do charge, costs to these students can range up to $30 per exam. Mailing expenses of the exam, which only applies for Math 090 and 112, would be an additional expense to the student. Most distance learning courses do not require proctors.

Students are made aware of these additional costs prior to enrollment in a distance learning course. Any class that requires a proctor lists this within the description of the class on the UW-Superior website. The description encourages students to find out more about what a proctor entails by going to a specific 'proctors for examinations' webpage.

2. If not automatically contained in information provided in item C.1., documentation of the processes used to:

a. Establish that the student who registers in a distance education course or program is the same student who participates in and completes the course or program and receives academic credit. Verification methods may include, but are not limited to, secure login and passwords protocols,

63 The University of Wisconsin System Policy on the Use of Information Technology Resources may be found at: https://www.wisconsin.edu/regents/policies/policy-on-use-of-university-information-technology-resources/


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proctored examinations, and new or other technological identification practices.

b. Protect student privacy and notify students of any additional charges associated with the verification of student identity at the time of registration or enrollment.

UW-Superior makes reasonable efforts to protect distance learning student privacy in our verification of identity process through its information system guided by UW-System Authentication Policy. The policy defines minimum standards for securing passwords both for students and administrative system users.

The UW-System Authentication Policy is available online at the following link:

https://www.wisconsin.edu/uw-policies/uw-system-administrative-policies/information-security-authentication/information-security-authentication/

D. Teacher Preparation (Music Education) Programs

1. Information concerning the intern teaching program with specific reference to credit allotment, and the process for selecting supervising teachers and sites.

A complete set of documents regarding student teaching (also known as intern or field experience) is given in the accompanying USB flash drive. Of special note is the Teacher Candidate Handbook, found at:

-> NASM -> Section IV Management Documents Portfolio -> MDP II -> D. Teacher Preparation (Music Education) Programs -> Teacher Candidate Handbook rev. Jan 2017.docx

The Music Education faculty’s role in helping select a supervising teacher is given in Section II.A.ME.

Access to resources to assist students in the creation of required portfolios and their EdTPA assessment are given at:

https://www.uwsuper.edu/acaddept/edl/ted/ted-policies.cfm#_5_1602420

Further requirements and catalog information regarding the credit allotment for student teaching is given at:

https://www.uwsuper.edu/catalog/2016-17/undergraduate/teacher-education_catalog1789182

2. Any special requirements for certification mandated by your state as these affect the teacher training program in music education.


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The aforementioned resources cover all special requirements for certification. The Music Education’s role in the field experience requirement for certification is covered in Section II.A.ME. The required EdTPA and Portfolio are covered in the above resources.

E. Graduate Programs (N/A) F. Music Studies in General Education

1. A list of all music courses offered specifically for students not majoring in music, with figures or other descriptive information that provide a picture of overall enrollment patterns.

• Music 160 – Music Appreciation, open to all students and required of music minors • Music 161—Music and World Culture, open to all students, required in all music

degree programs • Music 170—Introduction to Music, for non-music majors, required for elementary

education majors • Music 266—Jazz Appreciation, open to all students • Music 120-139—Applied Music, open to all students, subject to faculty load

restrictions • Music 104-116 & 118—Music Ensembles, open to all students, by audition

Enrollment patterns in General Education courses

2014 2015 2016

Music 160 210 165 157

Music 161 171 214 247

Music 170 69 94 104

Music 266 25 27 45

Total 475 500 553

2. The institution’s practices for assigning teachers to general studies courses in music.

Faculty are assigned general education courses according to area of specialty with the exception of Music 160—Music Appreciation. Number of courses and/or sections assigned are contingent on teaching load.

3. The institution’s policies with respect to enrollment of non-majors in (a) private studio instruction, (b) ensembles, and (c) courses intended primarily for music majors.

a) Study of applied music is available to non-music majors subject to the limits of faculty teaching load. Lab fees are assessed to non-music majors. University System policy prohibits charging music majors a lab fee for applied study.


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b) Ensembles are open to all students, subject to audition. c) Courses intended for music majors are open to non-majors subject to space limitations and/or instructor discretion


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MDP III—Evaluation, Planning, Projections

A. Planning documents currently in effect or in use Strategic Plan for the University of Wisconsin System: “2020FWD” https://www.wisconsin.edu/2020FWD/ Strategic Plan for the University of Wisconsin-Superior: https://www.uwsuper.edu/strategic-plan/index.cfm Strategic Plan for the Music Department, found in the USB flash drive at: NASM -> Section IV Management Documents Portfolio -> MDP III -> A. Planning documents currently in effect or in use -> Music Strategic Plan - October 2016.docx B. Unit evaluation schedules and protocols Annual Report The Music Department is required to submit an annual report, analyzing the previous year’s enrollment, recruitment, and budget data. Recent annual reports include on the USB flash drive: NASM -> Section IV Management Documents Portfolio -> MDP III -> B. Unit evaluations and protocols -> Annual report for 2015-16.docx NASM -> Section IV Management Documents Portfolio -> MDP III -> B. Unit evaluations and protocols -> Annual report for 2014-2015.docx University of Wisconsin-Superior Academic Program Review Council The Academic Program Review Council's charge is to conduct and supervise the program audit and review process every six years and forward its findings, stipulations, suggestions, and observations to the Faculty Senate for approval. The Council consists of five faculty members. The APRC review scheduled this year has been postponed in lieu of our completion of the NASM report. Website: https://www.uwsuper.edu/provost/committees/academic-program-review-council-aprc_committee1921662 Faculty are required to submit regular reports for retention, tenure, promotion, and post-tenure review.

C. Current analytical or projective studies concerning the music unit In 2015, as a response to a Program Prioritization initiated by the administration of UW-Superior following a series of drastic campus-wide budget cuts, the Music Department submitted a detailed analysis and projection, which may be found in the USB flash drive at: NASM -> Section IV Management Documents Portfolio -> MDP III -> C. Current analytical or projective studies concerning the music unit -> Program Prioritization Report May 2015 complete.pdf


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Section V. Appendix A. Documents Supporting the Music Business Certificate

1.Memorandum of Understanding between UWS Music Department and KUWS The Music Department will help fill student worker positions for KUWS in two areas: 1) Music preparation for airplay, and 2) Recording Studio worker. Each of these positions should require a student commitment of at least one semester for 10 hours per week (minimum of 135 hours per semester). Students that are pursuing a Music Business Certificate will be prioritized for filling these positions, though they will be open to students with relevant knowledge and experience. One semester of work in either of these positions, as overseen by SBE internship director and Music Department liaison, would likely fulfill business internship requirements. Student workers will be compensated normal student worker rates by KUWS. The positions descriptions are as follows: Music Preparation for Airplay:

1. Worktomakeconnectionswithrecordlabels2. Reportplaylists3. Reviewmusicforairplay(makingnotesofprofanity,format,etc.)4. Makenotesaboutgenre,style,tempo,etc.5. Recommendtracks

Recording Studio:

1. RunsoundrecordingoperationsinKUWSsoundstudio2. Operatemics,levels,set-upetc.formusiciansusingthestudio3. Workwithmusiciansonmusiceditingandmastering

Music students seeking either of these positions should either have prior knowledge and experience with relevant music technology, or have completed MUSI 200 Music Technology. Director of KUWS will work with Music Department Chair to ensure seamless transitions of student employment.


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2. Four-Year Pathway for the BA in Music with the Music Business Certificate


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