APPLICATION FOR CORE CURRICULUM STATUS
Please complete the following application, providing attachments as requested.
1. Program Dance
2. Course DANC 1301 – Dance Composition
3. Petition Type
X New Course
____ Re-submitted THECB Rejected Course (New statement of Justification Attached)
____ CAO Course moved to Component Area
4. Component Area _X_ CAO Only
___ / Communication / ___ / Creative Arts___ / American History / ___ / Mathematics
___ / Governmental/Political Science / ___ / Life and Physical Sciences
___ / Social/Behavioral Science / ___ / Language, Philosophy, and Culture
5. Core Objectives Required Optional
Critical Thinking X ____
Communication Skills X ____
Empirical & Quantitative ______
Teamwork X ____
Social Responsibility ______
Personal Responsibility ______
6. Attach the course syllabus. (See Attached.)
7. Statement of Justification (See Attached.)
8. Attach the Assessment Plan. (See Attached.)
Submitted by ______
Program Coordinator Date
SYLLABUS TEMPLATE
STATEMENT OF JUSTIFICATION
DANC 1301 – Dance Composition
ACGM approval number: 50.0301.55 26
Slated for discontinuation? No
Course Description: Development of basic principles and theories involved in composition. Emphasis is placed on movement principles, group and structural forms.
Learning Outcomes
The student will be able to:
1. Apply composition techniques to create movement phrases.
2. Perform movement studies.
3. Demonstrate improvisational techniques such as trust and creativity.
4. Participate in constructive discussion and analysis of movement.
5. Develop individual creative voice through improvisational, compositional, and performance technique.
Like courses in the Creative Arts Foundational Component Area (FCA), DANC 1301 focuses on the appreciation and analysis of creative artifacts and works of the human imagination. It involves the synthesis and interpretation of artistic expression and enables critical, creative, and innovative communication about works of art (dance).
Also like other courses in this FCA, it targets critical thinking, communication, and teamwork. However, it does not target social responsibility, a fact that relegates the course to the Component Area Option (CAO).
Critical Thinking: The course requires creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
Communication: The course requires effective development, interpretation, and expression of ideas through written, oral, and visual communication.
Teamwork: The course requires the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.
Core objectives are explicit in the syllabus template.
Core objectives are targeted and assessed in all course sections, regardless of instructional format, population, or setting.
ASSESSMENT PLAN
Required Core Objectives: Critical Thinking, Communication, Teamwork, Social Responsibility
I. Methodology for Assessment:
A. How will the core objective be covered in the course?
Critical Thinking: Students evaluate choreography (one’s own and that of others, including professionals), analyzing it and synthesizing what they have learned into a novel dance for a final project and to solve movement problems during several mini-studies.
Communication: Students produce written products as part of the final project, a concert critique, critiques of choreography during mini-studies, and journal about their own composition process.
Teamwork: Mini-studies are always done in groups.
B. Provide the specific assessment methodology.
Critical Thinking: There is a rubric to evaluate each mini-study and the final project.
Communication: The same rubrics as above are used to evaluate written products.
Teamwork: Teamwork is evaluated by the professor and peers, using a confidential form.
C. How will the assessment count within the course?
All projects above count for at least 90% of the course grade.
D. Explain how your plan includes a representative sample of HCC faculty and students.
All full-time faculty who teach the course in the spring semester and a representative sample of adjunct faculty participate in each year’s assessment. Each year, data are collected from all settings (e.g., campuses, day/evening sections) in which the course is offered. This course is not offered in dedicated dual enrollment sections or in alternative instructional formats (distance, hybrid).
II. Rubric: How will the appropriate rubric(s) be incorporated in the course?
Rubrics are specific to required work products and reflect the content of instruction. Rubrics applied at the end of the four-year cycle represent general education core competencies that cut across disciplinary boundaries (e.g., Adapted LEAP VALUE Rubrics for Critical Thinking, Communication, and Teamwork); these are not incorporated into the course.
III. Benchmark/Target: What will be the benchmark the program will use to determine success?
In a given year, for any selected topic area, 80% of students are expected to obtain mastery (80% correct) on all designated items. Designated items may comprise entire exams; systematic error analyses are expected to reveal patterns of relative strengths and weaknesses among students (and potentially in the assessments themselves).
IV. Results: Describe the process of evaluating the results.
Faculty submit data to the Program Coordinator, who aggregates the data, analyzes it, and interprets the results.
V. Analysis:
A. How will the results will be documented and archived?
The Program Coordinator prepares a brief report to share with program faculty and submits it to the Manager of Instructional Assessment for archiving in the college’s assessment management platform.
B. Describe how the results will be used to improve student learning.
The Program Coordinator presents findings at one of two program committee meetings each year. Faculty discuss relative strengths and weaknesses and propose changes in course design, instructional strategies, and assessment tools and methodologies. When targets are not met, the program coordinator and the program committee make plans to intervene and reassess student learning within the four-year cycle (if possible).