Non-Academic Program Review Template...competency in group choreography as well as solo performance skills. Demonstrate an understanding of the continually changing dance business

Form Revision by Program Review Committee – Approved September 14, 2017 Page 1 of 31

Instructional Programs 2017-2018 Self-Study

Three-Year Program Review Template [Dance]

[Physical Education]

Statement of Collaboration The program faculty listed below collaborated in an open and forthright dialogue to prepare this Self Study. Statements included herein accurately reflect the conclusions and opinions by consensus of the program faculty involved in the self-study. Participants in the Self-Study Melanie Rosa Kathleen Whalen

Authorization After the document is complete, it must be signed by the Principal Author, the Department Coordinator, and the Dean prior to submission to the Program Review Committee. Kathleen Whalen

Professor

12/7/2017

Printed name of Principal Author Signature Title Date

Kathleen Whalen

Department Coordinator

12/7/2017

Printed name of Department Coordinator Signature Title Date

Dr. David Grossman

Dean

12/7/2017

Printed name of Dean

Signature Title Date


1.0 Mission and Goals

The College’s Mission, Vision, Core Values and Goals drive all college activities. The Program Review committee would like to understand the connection of your program to the College’s Mission, Vision, Core Values and Goals. Summarize how your program supports each area. Mission: Fullerton College advances student learning and achievement by developing flexible pathways for students from our diverse communities who seek educational and career growth, certificates, associate degrees, and transfer. We foster a supportive and inclusive environment for students to be successful learners, responsible leaders, and engaged community members.

In support of the College’s Mission, Vision, Core Values and Goals, the Dance Department has defined a subset of goals to define the academic direction and purpose of the Dance Department.

The Dance Department faculty at Fullerton College recognize that the first two years of college have an impact on students. This is when students will learn to become successful learners, establish work habits, and values that will continue for a lifetime. Goal 1 - To provide an environment in which performance, choreography, and dance technique are integrated. The combination of these elements will prepare the student for a dance career as a performer, choreographer, dance educator or a dance business person. This goal coincides with the college goal of promoting student success. Goal 2 - To offer a comprehensive dance education curriculum that provides knowledge and understanding of various genres of dance forms and styles. Students should be able to recognize the importance of dance to their society and enable them to have a more informed worldview. Students will have opportunity participate in choreography, performances and community events that promote social awareness of the importance of dance and art in society. This goal coincides with the college goal of strengthening the connections with the community. Goal 3 - To recognize the performance of dance as a multi-cultural and multi-national art which fosters a respect for the diversity of all peoples, beliefs and expressions. This goal coincides with the college goal of reducing the achievement gap by providing a multicultural approach to learning, which will increase an interest and understanding of various cultures found in our society. Goal 4 - To experience education as a learning process and encourage the student to think clearly about learning and the world around them. This goal coincides with the college goal of promoting student success and helping to reduce the achievement gap. The Dance Faculty identified these skills sets developed by successful dance majors: 1. Demonstrate a passion for dance and a curiosity about dance. 2. Identify and accurately describe dance history, dance forms, genres and styles. 3. Create dance compositions and learn techniques of choreography. 4. Demonstrate competence and discipline in the study of dance in all of its facets. 5. Demonstrate effective practice techniques and a rigorous approach to practicing. 6. Demonstrate competency in group choreography as well as solo performance skills. 7. Demonstrate an understanding of the continually changing dance business and the skills and attitudes necessary for being a successful dancer.

http://www.fullcoll.edu/president/mission-statement



http://www.fullcoll.edu/president/fullerton-college-goals-institutional-slos





http://www.fullcoll.edu/president/fullerton-college-goals-institutional-slos


The Dance Department continues to provide a program to meet the needs of the Dance major and the novice dancer and provides courses that allow students to continue to pursue their interest in dance or to become exposed to new forms of dance or to pursue a degree in dance or as a career or for personal enrichment. Participation in the Dance program provides educational opportunities for many students to teach, choreograph, and perform in a variety of venues, both on and off-campus. Enrolled students gain valuable dance training which allows them to transition both into the work place as a studio teacher, working dancer/choreographer as well as transfers to a UC or CSU. The Dance Department faculty at Fullerton College recognize that the first two year of college have an impact on students. This is when students will learn to become successful learners, establish work habits, and values that will continue for a lifetime. Vision: Fullerton College will transform lives and inspire positive change in the world.

The Dance Department provides an environment to allow enrolled students to develop their innate movement abilities and to acquire new techniques for artistic expression through dance. Participation in dance classes give enrolled students an appreciation for the different aspects of dance from dance for body conditioning to dance for performance. Demonstrate a passion for dance and a curiosity about dance. Identify and accurately describe dance history, forms, genres and styles. Create dance compositions and learn technique of choreography. Demonstrate competence and discipline in the study of dance in all of its facets. Demonstrate effective practice techniques and a rigorous approach to practicing. Demonstrate competency in group choreography as well as solo performance skills. Demonstrate an understanding of the continually changing dance business and the skills and attitudes necessary for being a successful dancer.

Core Values:

Community- We promote a sense of community that enhances the well-being of our campus and surrounding areas. The Dance Department provides public campus performances at affordable prices. Classes are offered at reasonable and varied times. The Dance Department Goal 3 states “To recognize the performance of dance as a multi-cultural and multi-national art which fosters a respect for the diversity of all peoples, beliefs and expressions. The students are exposed to a multicultural approach to learning, which will increase an interest and understanding of various cultures found in our society, which aligns with this core value. Diversity – We embrace and value the diversity of our entire community.

Course offerings range from classical to contemporary and current dance forms. (From Ballet to Hip Hop.)

Equity – We commit to equity for all served.

Each student is treated as an individual and evaluated on their performance in class.

Excellence – We honor and build upon our tradition of excellence.


Students are encouraged to take pride in their work and to value their achievements. The Dance Department offers a comprehensive dance education that provides knowledge and understanding of various genres of forms and different styles.

Growth – We expect everyone to continue growing and learning.

Dance is an endeavor one does for lifetime. The courses instruct in the basics and habits and attitudes to allow and promote one to participate in dance for a lifetime and to view dance as both an art form and a physical activity.

Inclusivity – We support the involvement of all in the decision-making process.

Enrolled students participate in group learning and study situations requiring group participation and decision making.

Innovation – We support innovation in teaching and learning.

Computers are used in classrooms to introduce visual material used in dance.

Integrity – We act in accordance with personal integrity and high ethical standards.

Students participate in on and off campus performances and are encouraged to recognize Dance as an important part of society. Students represent the campus as participators in the college program.

Partnership – We work together with our educational and community partners.

The dance department recognizes other departments and companies and studios and students are encouraged to expand their education in dance beyond the community college experience.

Respect - We support an environment of mutual respect and trust that embraces the individuality of all.

Students are encouraged to increase their awareness of people from different backgrounds, religions, political affiliation and are encouraged to acknowledge and respect the different opinions and attitudes of different people.

Responsibility – We accept our responsibility for the betterment of the world around us.

Students are encouraged to make a difference in the world around them by first making a difference in themselves through growth, education, tolerance, acceptance and active involvement in education. To recognize the performance of dance as a multi-cultural and multi-national art which fosters a respect for the diversity of all peoples, beliefs and expressions. This goal coincides with the college goal of reducing the achievement gap by providing a multicultural approach to learning, which will increase an interest and understanding of various cultures found in our society.


College Goals: Goal 1. Fullerton College will promote student success.

To encourage creative and original thinking. To instruct students how to analyze dance movement and to apply corrections and to share original ideas and to provide an environment in which performance, choreography and dance technique are integrated. The combination of these elements will prepare the student for a dance career as a performer, choreographer, dance educator or a dance business person. This goal coincides with the college goal of promoting student success.

Objective 1: Address the needs of the under-prepared students. To be available for the academically under-prepared students and assist with campus groups designed to address these needs specifically on an individual basis.

Objective 2: Increase course retention and success. To research trends in course offerings and communicate with Administration regarding offering courses at times that have a higher fill rate than what might have been offered in the past.

Objective 3: Increase the number of degrees and certificates awarded. To advance the AA Dance degree. The AA in Dance is not transferable. If students could earn and transfer a degree in Dance, it might increase those choosing to pursue an AA.

Objective 4: Increase the number of transfers. To generate continued interest in dance in enrolled students and encourage them to pursue their dance studies academically at a State or University.

Objective 5: Increase the persistence rate of students. To promote a high level of academic achievement by instruction of applying basics to a higher level of or different type of dance. There seems to be a slight downward trend in persistence, but student retention and success are up proportionately. It might appears students are not applying themselves to achieve, but they might be less concerned with the best grade to be earned than they are with acquiring the knowledge.

Goal 2. Fullerton College will reduce the achievement gap.

The Dance Department recognizes the diversity of the student population and supports students to participate in on and off campus groups that support the academic achievement of ethnic minorities, physically challenged and learning disabled and seeks to offer a comprehensive dance education curriculum that provides knowledge and understanding of various genres of dance forms and styles. Students should be able to recognize the importance of dance to their society and enable them to have a more informed worldview. Students will have the opportunity to participate in choreography, performances and community events that promote social awareness of the importance of dance and art in society. This goal coincides with the college goal of strengthening connections with the community. To experience education as a learning process and encourage the student to think clearly about learning and the world around them. This goal coincides with the college goal of promoting student success and helping to reduce the achievement gap.

Objective 1. Address the needs of English language learners.

Ensure all requirements and dates for tests are delivered in writing as well as spoken.


Objective 2. Increase retention rate of Hispanic and African-America students by at least 2%. To promote recognition of dance as a multi-cultural activity whether in dance for physical condition or dance for performance.

Objective 3. Increase success rate of Hispanic and African-American students by at least 2%. To promote recognition of dance as a multi-cultural activity whether in dance for physical condition or dance for performance.

Objective 4. Increase persistence rate of Hispanic and African-American students by at least 2%. To encourage the sharing of cultural practices and beliefs to bring depth to the instructional environment.

Objective 5. Increase number of students from underrepresented groups participating in STEM activities. To maintain the academic position that dance is an activity that includes elements of technology, science, engineering and math.

Goal 3. Fullerton College will strengthen connections with the community.

Inform local businesses of concert events, offer discounts. Recognize the surrounding residential and residents as part of the college community.

Objective 1. Strengthen our contacts with Alumni.

Maintain consistent dates for concert performances. Maintain an open door policy for faculty to be available to students and alumni.

Objective 2. Strengthen partnerships with local feeder high schools and universities. Encourage high schools to participate in the bridge program. Promote concurrent enrollment for Fullerton College dance majors at CSUF or CSULB to ensure the lower division dance classes satisfy the requirement for a B.A. since this is a primarily skill-based program.

Objective 3. Strengthen partnerships with local business and industry.

Offer performances for trade shows and business openings.

Objective 4. Increase funding capabilities of the college. Maintain existing equipment and supplies to minimize replacement.

Objective 5. Increase engagement of the college with the community through college events, community service, and other partnerships.

Develop the Dance Ensemble class as a touring group with a performance touring repertory.


2.0 Program Data & Trends Analysis 2.1 Key Performance Indicators (KPI) For each KPI listed below, analyze and report your findings and describe what they mean. (Attach 5-year longitudinal data from Office of Institutional Research and Planning (OIRP) to Appendix.)

KPI Findings Enrollment

Enrollment is down and is about half (54%) of what it was five years ago, however, retention of the higher enrollment five years ago was 66% to the 75% current retention. The higher retention has been for the last four years and the enrollment was higher for the last four years, with four years ago being the highest enrollment and retention for this five year time period. The campus retention has been consistent at about 68% for the last five years, which means the Dance Department’s retention is higher than the overall campus retention and was consistent with the campus five years ago with higher enrollment.


Total FTES

FTES is declining for residents and nonresidents as well. It appears not all students enrolled in dance are full-time students. Students might be enrolling in dance classes because they are available for them and accumulate their units to have preferred registration status.

Sections


The number of sections is slowly declining and was at its peak in 2014. We have less classes offered to satisfy the contractual percentage and this is probably reflected in this data.

FTEF

FTEF was at its peak in 2014 but WSCH was at its highest in 2013 with 3.8 less FTEF. The increase in FTEF seems to have negatively impacted WSCH per FTEF. The decrease in WSCH is nominal from 2016-2017 but FTEF is down 1.9 currently. The program appears to have stabilized.


Fill Rate

The fill rate is down 34% in 2017 from 2013 and was stable at 75% in 2015-2016 but is now at 69% in 2017.

WSCH/FTEF

WSCH is down in 2017; 36% from 2013. It dropped 15% from 2013-2014 and another 18% in 2015 and has stabilized from 2016-2017.


Retention

Reviewing the last five years in this self-study, there seems to be a start of a pattern of more sections cancelled every other year, with higher for the even years and lower for the odd years. Our campus is a two year college and with the loss of repeatability of all dance courses, this might be what is impacting our enrollment as students are possibly completing their course work for a degree or transfer in a two year time period and the higher enrollment on the odd years is due to a new group of students or new high school graduates.

Success

Course success is the highest it has been in five years.


2.2 Peer Institution Comparison


Complete the table below.

College/Program: Fullerton Cypress Grossmont Mt. San Jacinto Santa Ana

Retention: 332/87.93% 400/84.93% 457/86.55% 334.90.51% 241/88.93%

Success: 306 381 404 272 219

Degrees Awarded: 1 4 8 4 4

Certificates Awarded: 0 2 4 0 2

Transfers: 152 106 175 171 76


How does your program compare with peer institutions? Provide a narrative of your comparison. (Peer institutions are colleges or programs identified by the Office of Institutional Research and Planning (OIRP)).

All peer institutions have more degrees awarded and three out of four have students who have completed certificates. Our retention is 73% of our highest peer with our lowest peer being 47% of that in comparison. Our success rate is 75% of our highest peer institution without our lowest peer being 54% of our highest peer. Our campus has a comparable transfer rate to three out of four peer institutions, with one peer institution remarkably lower (over half of the highest peer). Two of our peer institutions are located in Orange County and the one with the highest numbers in all areas is in another county, as is one with lower numbers for success but with more degrees awarded and a higher transfer rate than our campus. Location and demographics and the economic climate might be impacting all of these numbers.

2.3 Achievement Gap Indicate achievement gap for each of the groups listed below. (Attach to Appendix the Success and Retention by Ethnicity Data as identified by the Office of Institutional Research and Planning.)

Group % Retention % Success

Males 88.60 83.60

Females 87.90 78.10

Asian-American 91.20 89.70

African-American 86.50 70.30

Filipino 100.00 90.90

Hispanic 87.60 78.20

Native American 100.00 100.00

Other Non-White 84.40 73.30

Pacific Islander 0 0

White 89.10 81.20

Unknown 84.20 71.10

Range (Max-Min) 100%-0 or 100%-84.10% 100%-0 or 100%-70.30%

2.4 Program Effectiveness Since your previous Program Review Self-Study, what significant changes have occurred that impact the effectiveness of your program? To be noted is the disappearance of any students who are Pacific Islander. The impact on the program is probable negligible, but any trends should be noted in each self-study to ensure we, as a campus, are meeting the needs of all ethnic groups. Many dance classes have been cancelled each semester. Administration has encouraged faculty to consider offering sections at different times and/or different days in order to increase enrollment.


The family of classes and the trend toward offering three to four levels of the same class at the same time has not been effective in generating enrollment. The loss of repetition in a skill level class has negatively impacted the enrollment and has not succeeded in meeting the needs of the students. 2.5 Describe any laws, regulations, trends, policies, procedures or other influences that have an impact on the effectiveness of your program. Please include any other data (internal or external) that may be relevant to student achievement, learning, and trends within your Basic Skills, CTE, or Transfer Education programs. Many of our students are Board of Governor fee waiver participants and are also eligible for a California Grant. The economic structure of the campus might be relevant to student achievement, learning and trends and possibly transfer in that enrolled students might find a dance activity class easier to take than what is known as a traditional academic class. In the past, although dance fulfills the P.E. requirement, most enrolled students participated for personal enrichment or as majors in dance or one of the performing arts. 2.6 Provide any other data that is relevant to your self-study. The adjunct faculty are not as informed or involved academically as are the full-time faculty. The changing policies and procedures are not always relayed in a timely manner to adjunct and can result in a “needs to improve” on adjunct evaluations. This can be explained as a “catch 22” situation. The definition: the show –business catch-22- no work unless you have an agent, no agent unless you’ve worked. The application in the evaluation is adjunct learn the new rules by being cited for not adhering to the new rules, without being told about the new rules. Also, meetings for the department and instructional meetings for eLumen are offered to adjunct faculty and yet, only one adjunct faculty has ever attended one department meeting. On the note of meetings, a full-time department member has requested more meetings of the department. The Department Coordinator can only suggest to another department faculty to pursue a defined goal for the department whether in a meeting or by electronic or written communication and the Department Coordinator is not the one responsible for doing the work if other department faculty refuse the work.

The numbers for enrollment and student success suggest that with the increase of FTEF, there was a decline in enrollment and FTEF is less that it was five years ago but the success rate is the highest it has been in five years and is higher than the campus. During the last two years the program has stabilized. Regardless of the supporting data, there is one full -time faculty member who has requested replacement of a full -time faculty member since one had recently resigned, although they had been awarded tenure. The current Department Coordinator predicts that based on the last increase in FTEF, the negative results would be the same and does not support expansion of the department until the numbers support an increase.


3.0 Strengths, Weaknesses, Opportunities, Challenges (SWOC) Based on your analysis in 2.1 through 2.6, answer the following questions:

3.1 What are the strengths of your program? The Dance program is in continuous operation. Many students transfer to the State or UC system.

3.2. What are the weaknesses of your program? Although the program has stabilized in the last two years, there was a downward trend in enrollment and success when the FTEF was the highest in the last five years. The department is currently down one full-time faculty member. The numbers seem to reflect premature expansion of the Dance program. The loss of repeatability and the instituting of the family of classes has severely impacted enrollment in a primarily skill-based program. 3.3 What opportunities exist for your program? There is opportunity to offer on-line instruction, late start classes and to increase web visibility. There is discussion at the Administrative level concerning moving the Dance Department to Fine Arts. The following is a copy and paste from the District minimum requirements for Dance faculty. These are the minimum qualifications for a Dance Instructor. Dance Master’s in dance, physical education with a dance

emphasis, or theater with dance emphasis, OR Bachelor’s in any of the above AND Master’s in physical education, any life science, physiology, theater arts, kinesiology, humanities, performing arts or music OR the equivalent.

The first Dance Degree was established in 1926 at the University of Wisconsin and Dance was in the Physical Education area and called “Aesthetic Dance.” Many campuses have moved Dance from Physical Education to Fine Arts or Theatre Arts at both the community college and CSU and UC. The guidelines and requirements for classes to continue to meet at the community college level, fall under different criteria than at a four year college, meaning that classes at the Community College level can be cancelled if there is not 60% enrollment. Since housing Dance in Fine Arts has been a practice on many campuses for many years, it would be important for all involved on Fullerton Campus to look at the success rates of other campuses to determine if this is a prudent move to make. Dance faculty would like to be involved in the discussions between the dean of Fine Arts and Physical Education to ensure the dance program maintains its academic integrity. Also, regarding an eventual expansion of the Dance Department with a new hire, the Department Coordinator would like to first consider if there are staff members in Physical Education or Fine Arts, who would already meet the qualifications to teach Dance and would be qualified to perform the duties in full or part of a full-time dance instructor. (At the time the move would take place.)


3.4 What challenges exist for your program? Based on the past premature expansion of the Department, the challenge is to provide courses within the existing FTEF and to maintain number stability. If the Dance Department moves to Fine Arts, new leadership would provide a challenge for the focus and possible curriculum for the Dance Department. There is also use of dance studios and classrooms and office space which are currently located in the Physical Education Division and the surrounding area and funding for the Dance Department and possible redirection of curriculum in dance.

4.0 Student Learning Outcomes (SLO) Assessment 4.1 List your program level SLOs and complete the expandable table below.

Program Student Learning Outcomes

(PSLOs)

Date Assessment Completed

Date(s) Data

Analyzed

Date(s) Data Used

For Improvement

Number of Cycles Completed

1. Demonstrate a foundational knowledge of ballet, modern and jazz technique from beginning to intermediate level.

Twice a year.

Twice a year.

unknown Approximately 18.

2. Assess and criticize dance from a historical and stylistic perspective.

Not mapped. unknown Approximately 18.

3. Demonstrate acquired knowledge of dance techniques enabling them to perform various styles of dance.

Twice a year. Twice a year. unknown Approximately 18.

4.2 Assessment: Complete the expandable table below.

Program Student Learning Outcomes Assessment for Instructional Programs at Fullerton College

Intended Outcomes Means of Assessment & Criteria for Success

Summary of Data Collected

Use of Results

Demonstrate a foundational knowledge of ballet, modern and jazz technique from beginning to intermediate level.

Ensconced in the assessments for each course with an assessment test format.

Data is held in eLumen. Reviewed by course coordinator, SLOA coordinator and Dean of the Division.

Demonstrate acquired knowledge of dance techniques enabling them to perform various styles of dance.

Ensconced in the assessments for each course with an assessment test format.

Data is held in eLumen. Reviewed by course coordinator, SLOA coordinator and Dean of the Division.

4.3 What percentage of your program level SLOs have ongoing assessment? Comment on progress/lack of progress. 66%. Most faculty consistently enter data into eLumen.


4.4 How has assessment of program level SLOs led to improvements in student learning and achievement? Student learning outcomes are identified in eLumen and provide verification of academic intent and progress for the Administration to review.

4.5 How has assessment of program-level SLOs led to improvements in transfer or certificate/degree awards? Documentation on SLOAs provides clarity for the transfer institutions to require expectations of transfer students to merge into a four year program without remedial or supplementary work.

4.6 What challenges remain to make your program level SLOAs more effective? Implementation of all SLOAs by adjunct faculty is a concern in the Dance Department. There appears to be a misunderstanding by some adjunct faculty regarding their clerical responsibilities which are clearly defined in their contract regarding a 50 minute lecture hour and ten minutes of office hours per hour of pay. Instruction has been offered to all faculty but adjunct have not made appointments with the Division SLOA coordinator. This creates a challenge for the department when the work is not done.

5.0 Evaluation of Progress Toward Previous Goals/SAP’s (Future program review templates for this

section will identify “previous goals” as “previous strategic action plans”-- SAP’s.)

5.1 List the goals from your last self-study/program review. Goal I To assure excellence in instruction, student support services, and college operations.

Objectives:

5.1.1 Continue collaborative work between Dance and other performing arts disciplines. (music, musical theatre, and

various art mediums)

5.1.2 Recruit, employ, retain, and support highly qualified instructional and support staff. Hire qualified and professional hourly faculty as needed to staff this expanding Dance program.

5.1.3 Develop teaching assistants to support the faculty in teaching.

5.1.4 Develop and employ student administrative assistants to support administrative staff.

5.1.5 Create innovative, flexible and challenging courses, which meet the student’s need for transfer, vocation, or enrichment.

5.1.6 Re-evaluate and make changes to the AA Degree in Dance and revise the existing Teaching Certificate

5.1.7 Revise curriculum to meet the needs of the students that are majoring in Dance and interested in transferring to a UC, CSU, private colleges and other university Dance program.

5.1.8 Update current curriculum and offer new classes such as: Advanced Ballet Techniques, Dance for Children, Dance for Film, Pilates for Dancers, and The Business of Dance,

5.1.9 Continue to work on expansion of Dance program by adding new general education courses that transfer to UC and CSU. (examples: Dance History, Multicultural Dance in the US Today, Introduction to Dance World Cultures)


5.1.10 The Fullerton College Faculty Dance Concert is held each semester in the Campus Theatre which allows

students an opportunity to perform in a professional Dance concert environment and learn the choreography of

faculty and/or guest artists. Furthermore, the students participate in all aspects of production including lighting

design, set design, and costume design. In addition select students are chosen to have their choreography showcased.

Goal II To provide a positive image of the college both on and off campus as a community institution providing a broad

range of educational and cultural opportunities.

5.1.11 Objectives:

5.1.12Promote quality Faculty Dance Concerts open to the community on and off campus.

5.1.13 Continue to collaborate with adjunct faculty choreographers, guest choreographers, guest artists and per-formers.

5.1.14 The Concerts and Informal Showings continue to present choreography representative of the classes offered at Fullerton College, such as ballet, modern, jazz, tap, ethnic, contemporary and ethnic Dance forms.

5.1.15 Increase collaborative work between the Dance Department, Fine Arts Division and Student Services.

5.1.16 Continue to develop a touring ensemble that will represent the Dance Department to the community and general public at large.

5.1.17 Continue to attend festivals and conferences, such as, The American College Dance Festival, Dancing Under

the Stars Choreography Festival, The Fringe Festival.

5.1.18 Continue to participate in outreach and community performances, such as, for the FC Foundation Fund-raiser,

Kindercaminata, Student Services, The Diversity Festival and The Kwanzaa Celebration.

5.1.19 Continue to develop High School Dance Day

Goal III Attract the technically-trained Dance degree seeking student to the Fullerton College Dance Department.

Objectives: 5.1.20 Provide State of art Dance studio facilities.

5.1.21 Continue to develop outreach and recruitment programs.

5.1.22 Produce a College Dance Invitational/Festival that will be held in the Campus Theatre.

5.1.23 Continue to promote quality Dance Concerts.

5.1.24 Continue to offer Dance students an opportunity to attend the American College Dance Festival and other Dance related events, such as, Dancing Under the Stars Choreography Festival and The Fringe Festival.

5.1.25 Create and Maintain a Dance Department Website that is updated on a quarterly basis.

5.1.26 Convert the Dance Studio into a Black Box Space that can be used for student produced and run Dance

Concerts and for Informal Showings.


5.1.27 Create a Dance department brochure to be distributed in high schools and other Dance institutions with

information on class offerings, the AA program, certificate program, concerts, touring ensemble, and distinguished faculty.

5.1.28 Hire music accompanist for selected ballet, modern Dance and Afro-Caribbean classes. The live music

component is an essential part of the intermediate/advanced Dancer education.

5.1.29 Create new curriculum to offer advanced level Dance classes, specifically in Ballet, Jazz and Modern.

5.1.30 Continue to develop the Touring Ensemble and to create performance opportunities for the group.

Goal IV Conduct all activities of the College in a manner which promotes and fosters student access to its programs and

services.

Objectives:

5.1.31 Promote master Dance classes, workshops, and lectures open to the community.

5.1.32 Continue to recruit with the touring ensemble outreach program of visiting local area high schools.

5.1.33 Offer promotional information on the Dance Department to local Dance studios, high schools, and the

potential Dance student.

Goal V Increase the level of funding to the Dance Department in order to provide concert productions, music accompanist,

teaching assistants, and paid choreographers, guest artists or artists in residence.

Objectives:

Secure funding for:

5.1.34 Faculty professional development to participate in Dance conferences, workshops, master classes, and

festivals.

5.1.35 Guest artists in order to enhance staff development through interaction with working professional in the fields of Dance.

5.1.36 Faculty Dance Concert personnel, such as Lighting Designer, Production Manager, and Stage Manager; and,

for lighting design, costumes, sets, props, concert programs and marketing materials.

5.1.37 Website development and maintenance.

5.1.38 Accompaniment for select Dance classes.

5.1.39 ACDFA festivals and other dance related conferences and events.

Instructional goals defined in terms of student learning outcomes and workplace outcomes.

As a result of participation in the program, students will have the following 5-7 skills and knowledge sets:

1. Demonstrate a level of kinesthetic awareness for the aesthetic application to the art of dance.

2. Demonstrate problem solving techniques by applying instructional knowledge to all aspects of dance including

performance, creation and execution.

3. Critically analyze and put into action the theoretical and practical aspects of creating and performing dance.

4. Demonstrate acquired practical knowledge of the technical aspects of a dance production.

5. Demonstrate in discussion and application the relationship of Dance to the other performing arts.

6. Demonstrate the ability to collaborate with other disciplines.


5.2 Describe the level of success and/or progress achieved in the goals listed above. Many of the goals from the previous review promoted maintaining the dance concerts, outreach programs and enrolled students’ participation at off-campus festivals and performances. These goals have been accomplished by the continuance of the activities described and previously mentioned. However, to sustain continuous quality improvement for our programs, ongoing resources are necessary which are listed in the Strategic Action Plan in this current review. Many of the other goals from the last review have been continuous but in nothing being assigned to anyone, progress is not made. Some of these goals would be beneficial to the program immediately. Goal 5.1.3 “Develop teaching assistants to support the faculty in teaching.”

5.1.3 would be beneficial to the program, but if a new position were to be created with the title of “Assistant,” a job description should be created to ensure the other goals are accomplished through this position.

Goal 5.1.4 Develop and employ student administrative assistants to support administrative staff.”

The Dance Department maintains a position of Department Coordinator and it is not an administrative position. How the Division Administrative staff would assign or provide any duties associated with the Dance Program which would not fall under normal business operations has not been made clear. Goal 5.1.9 “Continue to work on expansion of Dance Program that transfer to UC and CSU. (examples: Dance History, Multicultural Dance in the US Today, Introduction to Dance World Cultures.)”

Dance History has been strong and consistent for about ten years. Multicultural Dance in the US Today has been cancelled several times. As a possible effort to rescue Multicultural Dance in the US Today, there was curricular action by a department faculty to change the name, which might be something to continue to pursue, but without putting at risk Dance History by including Dance History in a new Multicultural Title since the State will not approve two courses with the same name. Goal 5.1.16: “Continue to develop a touring ensemble that will represent the Dance Department in the community.” The Dance Ensemble class is designed for touring and has been offered for almost seventeen years, currently. Most recently, the Division conducted a review of how effective this class is for recruitment. The course ideally could offer participation for an enrolled student who is interested in pursuing dance by belonging to a dance company. Goal 5.1.25: “Create and maintain a department website that is updated on a quarterly basis.”

The current website for the Dance Department was created as a work for hire. This current self-review opened up communication with the Sports Information Director for Physical Education and Athletics. A web page is going to be provided for the Dance Department with the direct contact being the Division’s SID and overseen by the Office of the Vice President of Instruction. Information


to be posted on the Dance webpage will go through the SID of Physical Education. This is being created and provided at no cost to the Dance Department and funds have not been requested for this. Goal 5.1.27 “Create a Dance brochure to be distributed in high schools and other Dance institutions with information on class offerings, the AA program, certificate program, concerts, touring ensemble, and distinguished faculty.”

An adjunct faculty who is assigned to teach Dance Ensemble recently asked if there is a brochure to distribute to high schools. It is reasonable to for the campus to supply printing the brochures and it is also reasonable to encourage any faculty teaching a class to provide the work they need for instruction. In other words, the person teaching Dance Ensemble would be the best person to design and create a brochure for their class and would have firsthand knowledge of what would be most effective.

Goal 5.1.28 “Hire a music accompanist for selected ballet, modern Dance and Afro-Caribbean classes. The live music component is an essential part of the intermediate/advanced Dancer education.” The Dance Department does not have a music accompanist and a budget was not requested as a need in the last review. This needs to be pursued and maintained as part of the instructional program. 5.3 How did you measure the level of success and/or progress achieved in the goals listed above? Self-review of program review and data. 5.4 Provide examples of how the goals in the last cycle contributed to the continuous quality improvement of your program. On-going self-review assists in maintaining the academic focus of the Dance Department. 5.5 In cases where resources were allocated toward goals in the last cycle, how did the resources contribute to the improvement of the program? Funds were not requested in the last program review and money for dance concerts, lighting designers, travel expenses and other accoutrements were supplied out of a Division budget. This allowed continuation of the goals defined as maintaining the dance concerts, but the situation did not allow the Dance Department to have the security of financial autonomy. 5.6 If funds were not allocated in the last review cycle, how did it impact your program? Funds were not requested or identified in the last program review, although many goals were cited which would require funding. The impact of this was frustration within the department for some of the goals not being met.


6.0 Strategic Action Plans (SAP) [formerly called Goals (6) and Requests for Resources (7)] Using the tables below, list the strategic action plans (SAPs) for your program. These plans should follow logically from the information provided in the self-study. Use a separate table for each SAP.

SAPs for this three-year cycle:

STRATEGIC ACTION PLAN # 1 Describe Strategic Action Plan: (formerly called short-term goal)

Music accompanist for dance classes traditionally using live music: ballet, modern dance, dance technique, Afro-Caribbean

List College goal/objective the plan meets:

College Goal #: Goal 1. Fullerton College will promote student success. Objective 2: Increase course retention and success.

Describe the SAP: (Include persons responsible and timeframe.)

Division dean, department coordinator, and dance faculty. One semester.

What Measurable Outcome is anticipated for this SAP?

Quality classroom instruction.

What specific aspects of this SAP can be accomplished without additional financial resources?

Dance faculty currently use recorded music.

If additional financial resources would be required to accomplish this SAP, please complete the section below. Keep in mind that requests for resources must follow logically from the information provided in this self-study.

Type of Resource Requested Dollar Amount Potential Funding Source

Personnel $15.00-$20.00 per hour Hourly personnel

Facilities Already provided

Equipment Already provided (piano)

Supplies none

Computer Hardware none

Computer Software none

Training One hour meeting orientation with Dance Faculty

Other

Total Requested Amount $4050.00



Instructional supplies for classroom use: Movies. Pamphlet or brochures for recruitment or advertising.


College Goal #: Goal 1. Fullerton College will promote student success. Objective #: Objective 2: Increase course retention and success.


Submit request for instructional supplies for use in the classroom for courses which movies are contingent to the curriculum. Instructor for Dance Ensemble. One semester to complete the work.


Quality instruction.


None. Instructors currently use personal funds to provide movies. Utube is not stable for classroom use for course contingent information. The instructor for the touring class can provide artwork and information for a brochure.



Personnel

Facilities

Equipment

Supplies DVDs. Color printing and card stock paper

Computer Hardware

Computer Software

Training

Other

Total Requested Amount $1500.00



On-going funding for Dance Concerts including lighting, costumes, guest choreographers, ACDA funding for travel for participation.


Goal 3. Fullerton College will strengthen connections with the community. To encourage creative and original thinking. To instruct students how to analyze dance movement and to apply corrections and to share original ideas and to provide an environment in which performance, choreography and dance technique are integrated. The combination of these elements will prepare the student for a dance career as a performer, choreographer, dance educator or a dance business person. This goal coincides with the college goal of promoting student success.


Director(s) of the recurring Dance Concerts, dean of Fine Arts, dean of Physical Education. Resolution to request by end of Spring semester 2018.


The measurable outcome of this is a guarantee that enrolled students will stage their work and perform in a theater venue, have the opportunity to travel and participate in master classes and peer college performing groups.


Meetings and communication between the dean of Fine Arts and Physical Education.



Personnel Colby Nordberg (Lighting Design) $3200.00 Stage Manager/Assistant $2000.00

On-going funding supplied to the Division yearly as part of the cost of operation for

the Dance Program.

Facilities Hotels/Travel $7000.00

Equipment $5000.00 (Costumes) $4000.00 (Marley floor, one time output)

Costume expense is recurring and Marley

floor is a onetime expense.

Supplies $1600.00 (lights and supplies)

Computer Hardware

Computer Software

Training

Other $4000.00 registration for ACDA

Total Requested Amount $26,800.00


7.0 Long Term Plans Describe the long-term plans (four-six years) for your program. Please consider future trends in your narrative. (Identifying financial resources needed for these plans is optional.) 7.1 Maintain stability in the dance program. 7.1.2 Evaluate the role of the adjunct dance instructor. Consideration might be given to adjunct primarily filling specialty assignments of ethnic dance or evening and week-end classes (past 6:00 p.m.) to balance the dance program. 7.1.3 Many of the courses in the Dance Department which are normally seen as the core academic classes or the performance classes have been recently assigned to adjunct. Many adjunct leave their positions more frequently than a tenured faculty and consideration needs to be given to providing for the new instructor the off-campus connections for the touring and/or performing groups. 7.1.4 Examine the class time offerings that would not create conflict with other classes with the Dance Department and other required offerings on campus. With the new construction came a new dance studio whereas before, there was only one available. Offering two dance classes during the same time has impacted enrollment in both classes that are being offered at the same time, and has divided the student population between two classes, sometimes resulting in the cancellation of classes due to low enrollment. Traditionally, teams and performing classes have been offered in the afternoon to allow students to enroll in required academic classes toward graduation and a degree. 7.1.5 Provide within the Division, a budget or fund, for the production of dance concerts. 7.1.6 Determine, at the Administrative level, the use of facilities housed in other Divisions (the Campus Theater or other performing venues) for the purpose of instruction (production of the dance concerts). 7.1.7 Consider creating curriculum to satisfy the continuing interest in dance for students who are not interested in pursuing a dance degree or becoming a professional dancer and participate in dance for continued and personal enrichment. This would allow the older dancer to participate as most studios cater to children or dancers who are training for professional dance companies. 7.1.8 Re-institute the repetition of classes in curriculum to prepare enrolled students for transfer to the State or UC level. 7.1.9 Re-evaluate the AA degree to include core solid courses which would be accepted at the State and UC level i.e. Theatrical Lighting and Kinesiology. Since audition is required for placement in dance activity classes, the units transferred from a two year level are only active toward a four year degree if the student has the skill level to be accepted into an intermediate or advanced dance activity class. Core or solid classes can be transferred with an acceptable grade. 7.1.10 Establish a budget for costumes with the Division for the performing classes. 7.1.11 Create the position of costume designer


7.1.12 Establish a repertory for the Dance Ensemble class, which as a touring group, would have well-known concerts to tour which are designed specifically for different groups ranging from grade school to high school and the general community. 7.1.13 Goals that are established need to be identified as the task of the recipient faculty member to be completed with the resources provided that are needed. The Administration or Department Coordinator can only recommend work to be completed by faculty. 7.1.14 Establish a budget and create a position for a dance accompanist for which an accompanist is traditionally used like Modern Dance, Dance Technique, Ballet, Dance Composition and Choreography. 7.1.15 Create a laboratory to allow students to work on their dance similar to the music or math labs where there is supervision but not a course curriculum. 7.1.16 Plan for the replacement of retiring full-time Dance faculty with a full-time faculty position for Dance. 7.1.17 Long-range goals for the Dance Department to establish for the students.

1. Demonstrate a passion for dance and a curiosity about dance. 2. Identify and accurately describe dance history, forms, genres and styles. 3. Create dance compositions and learn technique of choreography. 4. Demonstrate competence and discipline in the study of dance in all of its facets. 5. Demonstrate effective practice techniques and a rigorous approach to practicing. 6. Demonstrate competency in group choreography as well as solo performance skills. 7. Demonstrate an understanding of the continually changing dance business and the skills and attitudes necessary for being a successful dancer. 7.1.18 Re-evaluate and/or rewrite the Dance Ensemble (205) course to reflect the catalog description. The course content describes a course designed to prepare the student for touring rather than an advanced dancer in a campus touring group with multiple performances. Current instructors of the Dance Ensemble or other performing groups would be best to rewrite the curriculum to reflect the catalog description.

Prerequisite: Audition. 36 hours lecture and 54 hours lab per term. This course is a selective dance performing group utilizing advanced resource and movement materials. This class is designed to give the advanced dancer an opportunity for continued performance and growth in dance technique and group repertoire. Students participate in multiple performances on campus and/or venues within the area. This course includes preparing for an audition, designing a resume, and setting goals for future performance opportunities in dance. Field trips may be required. (CSU) (UC) Degree Credit) CSU GE


8.0 Self-Study Summary This section provides the reader with an overview of the highlights, themes, and key elements of this self-study. It should not include new information that is not mentioned in other sections of this document. Over the last five years, the Dance Department expanded the FTEF, but the enrollment and retention seemed to suffer from this rather than to generate more student enrollment and success. This has stabilized with the reduction of FTEF and the numbers would appears to support maintaining the FTEF at this time unless there is a marked increase for the next five years. There was a trend toward a decline in enrollment and the Department Coordinator has speculated in this review, it might be due to the economic climate of the campus satisfying the enrollment needs of BOG fee waiver students who can also receive a California grant for enrollment status. The persistence is down in spring semester every year, and again, only speculation can be offered as to the enrolled students’ academic performance with the optimistic outlook that intermediate courses might offer more of a challenge but students are continuing to achieve, although not at the higher level of a beginning course.

Many of the goals from the previous review promoted maintaining the dance concerts, outreach programs and enrolled students’ participation at off-campus festivals and performances. These goals have been accomplished by the continuance of the activities described and previously mentioned. However, to sustain continuous quality improvement for our programs, ongoing resources are necessary which are listed in the Strategic Action Plan in this current review.

The current full-time instructor of the performance classes has requested acknowledgement in this

review of the completion of goals created in the previous review by said instructor (Faculty Dance Concerts, Dance Day, ACDA). The full-time instructor of the performance classes feels that if all full-time instructors cooperated and participated (collaborated) in all aspects of the department, it would be beneficial to the program. However, instructors who are not assigned to the performance classes do not have a contractual obligation to participate in the campus performances and have fulfilled the need for professional advancement in academic literary publications (textbooks) as well as fulfilling the requirements of their own full-time teaching schedule.

Also, in the presentation of goals, the goals cannot be assigned to anyone in the Department or the

Division. The Department Coordinator can only suggest to another department faculty to pursue a defined goal for the department. Adjunct faculty have not attended department meetings or participated in instruction for eLumen offered to everyone by the Division’s SLOA coordinator. Consequently, during evaluation of adjunct, they have been given “needs to improve” for not being informed of changing policies within the Division. Adjunct faculty have also simply requested brochures without any previous discussion of this or their active involvement in the Department’s structure and their involvement of participating and bringing to fruition what is needed specifically for their instructional assignments. The Dance Department continues to promote quality education in the classroom. The last program review focused heavily on the dance concert performances for goals, and the dance concerts are part of the instructional program, but the more academic course, like Dance History, attract students who are not Dance majors, but satisfying an academic requirement in area C.1.a. With the decline in enrollment in Multicultural Dance in the US Today, there was curricular action taken by a dance faculty member to change the title to Multicultural Dance History which would have put Dance History at risk since the State will not


approve two courses with the same title. This proposed change was not presented to the department and was objected to when it was proposed in C’net. The Division is preparing to provide an academic webpage for the department to be included on the Division webpage with course information and athletics.

9.0 Publication Review Fullerton College is committed to assuring integrity in all representations of its mission, programs, and services. As such, during the program review self-study process programs are required to document their publications (websites, brochures, pamphlets, etc.), when they were last reviewed, and denote the publication is accurate in all representations of the College and program missions and services. In the far right column please provide the URL where the publication can be accessed. If it cannot be accessed via the Internet, please contact Lisa McPheron, Director of Campus Communications at [email protected]. Information on the college’s graphic standards is available here: http://news.fullcoll.edu/campus-communications/web-help/graphics/. Please identify when the publication was last reviewed, and confirm that it is accurate in how it represents the college. In the far right column please provide the URL where the publication can be accessed. If it cannot be accessed via the Internet, please provide a sample of the publication with your program review self-study. For publications that you have identified as inaccurate, please provide the action plan for implementing corrections below.

Publication Date last reviewed Is the information accurate?

URL of publication

mailto:[email protected]

http://news.fullcoll.edu/campus-communications/web-help/graphics/

http://news.fullcoll.edu/campus-communications/web-help/graphics/


Routing & Response Page Originator IMS Appropriate President’s Staff Member Program Review Chair

Originator

Electronically submit completed Program Review to Division Dean/IMS for review.

Appropriate Immediate Management Supervisor (IMS) RESPONSE Dr. David Grossman

Dean, Physical Education

12/7/2017

Printed name of IMS Title Date

Select one and provide response if necessary. Forward electronically to appropriate Vice President’s Office.

☐

☐

☐ Appropriate President’s Staff Member Acknowledging Receipt

Printed Name Signature Title Date

Print Program Review, sign, and route both hard copy and electronic version to Program Review Chair.

I concur with the findings contained in this Program Review.

I concur with the findings contained in this Program Review with the following exceptions (include a narrative explaining the basis for each exception): Area of exception: See attached. _________________________________________________________________________________________________________________

___________________________________________________________________________________

I do not concur with the findings contained in this Program Review (include a narrative explanation): _________________________________________________________________________________________________________________

___________________________________________________________________________________


Documents

Non-Academic Program Review Template...competency in group choreography as well as solo performance skills. Demonstrate an understanding of the continually changing dance business