)ic_,t*l-iit,,r* - McNeese State University

National Association of Schools of Music
SELF'-STt]DY
in the Portfolio Format
Presented for consideration by the
NASM Commission of Accreditation
by
McNeese State University
Lake Charles, Louisiana 7 0609-217 5
337.475.5020
www.mcneese.edu
Degrees currently listed in the NASM Directory for which renewal of Final Approval for Listing
is sought:
Bachelor of Music in Performance
Bachelor of Music Education
Master of Music Education
Degree Concentrations not currently listed in the NASM Directory for which Plan Approval is
sought:
Bachelor of Music in Performance
Concentration in JazzlCommercial Music
Concentration in Music Theatre
Master of Music Education
Concentration in Kod6ly Studies
Program not currently listed in the NASM Directory for which Concurrent Plan Approval and
Final Approval for Listing is sought:
Certification in Kod6ly Studies
The data submitted herewith are certified correct to the best ofmy knowledge and belief.
March 15, 2007
Michele Martin, Head
Department of Performing Arts
)ic_,t*l-iit,,r*
I.
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OPERATIONS ANALYSES AND PROJECTIONS
Missions, Goals, and Objectives
A.
As a unit within the Department of Performing Arts, the Music Program at
McNeese State University appropriately defines its operational, educational and
cultural mission, goals and objectives in a series of widely published statements
and documents that directly connect the music unit to the department as a whole
and to its varied constituents.
The departrnent's central "purpose" statement (2006-2007 McNeese State
University Catalog, p. 153-154 in Management Doclment Portfolio, Section I. A.
1., envelope1' Management Doatments Portfolio, Section I. A. 2., pp. 1-2) is
evaluated by departmental faculty at a plaming meeting in January of every
calendar year. In October 2003, the Board of Supervisors ofthe University of
Louisiana System approved a proposal from the McNeese State University
Administration to consolidate the Departrnent of Music and the McNeese Theafie
Program thus creating the Department of Performing Arts. Through faculty
collaboration, the purpose statements ofboth units were merged and that unified
statement, despite annual assessment, has remained relatively stable since that
time. ln its content, the "purpose" statement emphasizes educational and musical
goals conrmon to professional undergraduate degrees in music, student success,
university-community collaboration, opportunity for musical experiences in the
liberal arts environment and the support of arts in society. The "purpose"
statement, by its nature, acknowledges in broad terms the mission of the
department and the music unit.
The Master of Music Education Degree is jointly administered by the Department
of Performing Arts and the William J. Dor€ Sr. School of Graduate Studies. ln
fall 2006, the Music Program Graduate Faculty developed a "purpose" statement
which will be published with additional program information in the Graduate
School section ofthe 2007-2008 McNeese State University Catalog and all
derivative publications (Management Docttments Portfolio, Section I. A. 3., p. 3).
This statement provides a succinct description of the educational and musical
goals specific to the maslers progam and defines the relationship between its
mission and that ofthe graduate school (2006-2007 University Catalog,p.2l0;
Management Documents Portfolio, Section I. A. 4., p. 4).
Specific departmental objectives have been developed as part ofan annual
university master plan/progress report cycle (2006 Master Plan/Progress Report,
McNeese web site, p.575; Management Doatments Portfolio, Section I. A. 5., pp.
5-7). These eight objectives provide a detailed method by which the department
afiempts to ensure its mission is achieved and ultimately, that the quality of its
operations and services is ofhigh order. Objectives are annually evaluated
through established multi-assessment methods that measure outcomes against
established desired performance indicators. At the conclusion of the annual
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assessment process, appropriate plans for improvement are developed and
instituted according to a relevant timetable.
The Department of Performing Arts is one of six academic departments that
comprise the College of Liberal Arts. The department's goals and objectives
parallel those of the college (2006-2007 McNeese State University Catalog,p.
136; Management Documents Portfolio, Sectior,L A. 6., p.8).
In April 2005, the Board of Supervisors ofthe Univercity ofLouisiana System
approved a new mission statement for McNeese State University that arnong other
significant items included status as a "selective admissions institution" (20062007 McNeese State University Catalog, p.16;' Management Documents
Portfolio, Section I. A. 7 ., p. 9). Currently, the university's mission is firther
defined by a statement ofgoals entitled "Core Values" (2006-2007 McNeese State
University Catalog, p. 16; Management Doatments Portfolio, Section I. A. 8., p.
10). As evidenced in the content ofits 'lurpose" statements and numerous
master plan documents, the departmental mission and objectives have strong
relationships to those of the institution.
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ln 2004, the university's master plan process changed in scope to include annual
outcomes assessment of individual academic (degree) programs. Relevant
progam mission statements, institutional mission references, student leaming
outcomes, complex assessment methods and desired performance indicators
defining the music unit's aspirations for excellence for each of its baccalaureate
and masters degrees were developed (2006 Master Plan/Progress Report, p. 595662; Management Docaments Portfolio, Sectionlll A.). A11 degree mission
statements relate directly to and support the departmental "purpose" statement.
The content of these documents pertaining to music unit academic programs will
be referenced in some detail is Section II of the self-study.
Decisions made by the department affecting the music unit's curricular offerings
and musical experiences either integrated into its academic programs or offered as
part of its role as a cultural resource for the university and regional community are
guided by the music unit's established goals and objectives. Similarly, decisions
impacting financial allocations are tied to these same goals and objectives.
The following are but a few select examples ofrecent, significant actions that
evidence the role the music unit's stated goals and objectives play in its decision
process:
In spring 2004, as part of the master plan cycle, it was discovered that
scores from the "Principles oflearning" portion of the PRAXIS licensures
test required prior to the student teaching experience in music education
were nol as high as the desired score levels established in the degree,s
outcomes documents. The music education faculty adopted the following
curricular changes: 1) amended syllabi ofall music education courses to
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include "Principles of Learning" content units and 2) restructured the
current 400-level music education course to emphasize relevant "principle
of Leaming" components which in tum, resulted in a change of course
title and content.
ln spring 2004,
as a result
of feedback from recent undergraduate music
education graduates hired into the instrumental classroom, the music
education faculty proposed that a second course in the pedagogical study
of woodwind instruments be added to the curriculum. MUSC 372
(Woodwind lnstrument Class II) is now a requirement of the
undergraduate instrumental music education degree.
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In spring 2005, composite data fiom the departmental "Graduating Student
Exit Survey'' over a three-year period (2002-2005) identified a trend
among students graduating with a Bachelor of Music in Performance
degree to establish teaching studios within a short period of leaving the
program. ln order to ensure degree graduates would be prepared to
undertake the unique business and promotional tasks associated with
operating a successful private performance studio and additionally, would
gain an understanding of the business aspects of a professional
performance career, a seniorlevel professional seminar course (MUSC
485) was developed and will be a requirement of the degree plan
commencing with the 2007-2008 university catalog.
In fall 2006, the music unit's performance study committee instituted a
formalized process requiring students accepted into the Bachelor of Music
in Performance degree (fall 2006 and beyond) to successfully complete a
juried board appearance (MUSC 200) in order to gain admission to upperdivision (300-400) major performance study. This action was taken to
ensure that performance majors would meet the rigorous technical,
musical and repertoire goals ofthe degree program at a highJevel of
competency which in tum would increase their opportunities for
acceptance into post-baccalaureate performance programs as articulated in
the degree's outcomes documents.
In fall 2006, the graduate music faculty, realizing the potential for
increased student enrollment and acknowledging the strength of the nondegree Kodily Certification Program, made the decision to submit a plan
Approval request to NASM for a Master of Music Education Degree with
a Concentration in Kodily Studies.
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During the 2005-2006 and 2006-2007 academic years, departmental
funding allocations were increased for faculty recruitment projects in an
effort 1o regain a stable, highly-qualified student major population
following the enrollment losses associated with Hurricane futa and
instability in key faculty instructional positions.
The mission, goals, and objectives ofthe music unit are the principle influences
shaping long-range educational and operational planning activities within the rurit
and the department. With each annual master plan cycle, new "plans for
improvement" are developed and implemented, assessment tools are refined, and
objectives are confirmed or redefined. Improvement plans have included
deletion, alteration or addition of courses and programs, establishment of cultural
outreach projects, an acquisition strategy for the addition or replacement of
faculty positions, adoption ofnew methodologies to enhance teaching goals
including the creation ofweb-based courses for non majors, development of
multi-faceted strategies through which student recruitment and retention issues
are addressed, and identification of funding sowces to support faculty
professional development.
With respect to the degree to which the music unit and the Department of
Performing Arts is carrying out its mission, goals, and objectives, an accurate
statement would be that while the unit is meeting its stated purpose, some
objectives are being achieved at a higher level than others. In fall 2001,the
Department of Music and MSU Theatre Program were named an "Area of
Excellence" by the Board of Supervisors for the University oflouisiana System
in recognition of the high level of achievement with which the units accomplished
their stated mission. Subsequent to the merger of the two entities, the
Department of Performing A1s maintains thal official status through its continued
high order of operations and work.
Data collected since fall 2004 as part ofthe "Graduating Student Exit Survey" has
lelded the following.
Survey scale is 5.00 (highest quality) to 1.00 (lowest quality).
Data shown includes a) average grade point average ofrespondents; b)
respondents' opinions conceming the overall quality of the McNeese
Music Program; respondents' answer to "Would you recommend the
McNeese Music Program to a potential major?"
1.
2.
2005-2006
Number
of
Grade Point
Degree Program
R€spondents
B.M.
B.M.Ed.
M.M.Ed
Total
6
3.5
6
3.52
2004-2005
Averase
1
Overall Quality of
Music Program
Would Recommend
4.50
3.83
5.00
5.00
4.17
s.00
Overall Quality of
Music Program
Would Recommend
4.50
4.67
4.75
4.61
5.00
5.00
5.00
5.00
Program
0
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Number
of
Gmde Point
Deqree Program
Completers
Average
B.M.
B.M.Ed.
M.M.Ed
Total
9
3.03
9
3.02
3
3.'.79
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4
Program
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On Wednesday, September 21, 2005, McNeese State University was evacuated
under the conditions of its emergency preparedness plan to await the arrival of
then Category 5, Hurricane Rita. In light of all storm predictions, university
personnel plarured to resume classes on Monday of the following week. The
eventual path of the storm changed those plans. When the university did reopen
in late October, faculty and students retumed to face extraordinary and massive
challenges that in many ways are still part of life on the McNeese Campus today.
(See Management Documents Portfolio, Sectionl. A. 9., pp. 1 l-13 for a brief
narrative of events related to Hurricane Rita). The most immediate impact was on
retention and recruitment of music majors and non major ensemble participants.
It is accurate to state that the McNeese State University Administration from the
Dean of the College ofLiberal Arts through the Provost and Vice president for
Academic Affairs and the President, has made every effort to support the
educational and professional work of the music unit and the Department of
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Performing Arts through sustainedJevel operational and scholarship allocations,
funding for individual faculty professional projects, and support of state capital
outlay proposals. The mere fact that the Department of Performing Arts was able
to maintain all faculty academic and staffpositions following the storm is a
testament to the administration's belief in the value and quality of the
department's educational and cultural mission.
Areas for Improvement
The primary factors that are a hindrance to the music unit achieving its full vision
ofexcellence are 1) the limited availability of funding to "grow" the program
through a variety of activities including recruiting projects, music major talent/
academic scholarships, and professional development offaculty; and 2) an aged
physical plant with acoustical problems, insufficient faculty studio/office and
operational space, and limited practice and performance venues.
The music unit has developed a viable recruiting system in which all faculty
actively participate and which is capable ofproducing the quality and number of
freshmen and transfer students that would eventually result in increased cohort
graduation rates. However, the system needs a consistent source of funding that
would allow more advertising projects, a greater amount of compelling printed
materials, and increased recruiting trips to areas where previous graduates are
administrating band and choral programs. More importantly, additional
departmental scholarship funds not related to band or choral service awards are
needed to attract quality potential music majors and to allow the program to
compete with schools in the region in a more successful manner.
-)
Prior to Hurricane Rita, a 12.7 million dollar capital outlay commitment had been
approved by the State ofLouisiana to renovate the Shearman Fine Arts facility
and to construct a new building containing a choral wing, departmental oIlices.
-)
faculty studio/offices, and a 550-seat performance space capable of
accommodating dramatic productions. ln fact, the university was one week away
from final bid submission on the project. ln the aftermath of the storms, the
project was postponed to deal with the immediate and massive building damage in
Louisiana caused by both Rita and Katrina.
Plans for lmorovement
Through the dedication of the McNeese Director of Planning and Facilities and
the upper administration, the capital outlay project is once again viable. The
project will be undertaken in two stages; the new building will be constructed,
then the present fine arts facilities will be renovated. New equipment (pianos)
and technology purchases are included in the capital outlay budget. The
restructuring of the project was made necessary because of an increase in
construction costs in l,ouisiana following the two disasters. The bid process on
the first-stage will close April 2,2007. The timetable for total completion of the
project is approximately three-years from the initial date of construction.
Since fall 2005, the music unit has gained one additional endowed professorship
that in 2006-2007 has been used to fund faculty professional development through
limited travel gants. A modest amount of additional scholarship and operating
funds have been made available through private donor gifts to the McNeese
Foundation. The music program has also benefited from successfully funded
Community Enhancement Grant proposals primarily providing educational
materials and faculty computers.
As in the case of many public higher education programs, the McNeese State
University Department of Performing Arts cannot depend upon state funding to
increase scholarship and operational budgets. With the commencement of a
significant building project, the department is preparing a proposal for a major
donor campaign for submission to the Vice Presidents for Academic Affairs and
Development. Over the next six months, the theme, structure, and approach of
the campaiga will be developed. Since capital projects and equipmenl funds are
not needed, the campaign will concentrate on scholarships and faculty
developmenl giving. The department will continue to explore all extemal grant
possibilities including the submission ofan educational materials grant during the
next Louisiana Education Quality Support Fund cycle for which the project would
be eligible.
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OPERATIONS ANALYSES AND PROJECTIONS
Governance
D.
McNeese State University is a member of the University of Louisiana Systems
and as such is subject to the policies mandated by the Board of Supervisors for
that system. Specifically, the Board issues policies and procedures on
management and govemance matters including personnel issues. The Louisiana
Board ofRegents oversees curricula and deglees, reviews annual operating
budgets and capital outlays for higher education institutions, and periodically
conducts reviews of institutional programs. Decisions concerning curricular
offerings and the quality of such are strongly tied to the Board of Regents' Master
Plan for Higher Education in Louisiana. The authority of these boards was
established through a constitutional act in 1974. The present state master plan
sanctions the educational role of the McNeese Department of Performing Arts as
an essential component ofa liberal arts institution and as a cultural resource for
the Southwestem Louisiana region.
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In October 2003, the Board of Supervisors approved a proposal from the
McNeese Administration to create the Department of Performing Arts by
combining the Department of Music and the McNeese State University Theatre
Program which administratively had been part of the Department of Speech and
Theatre. Speech degrees and faculty were incorporated into the Department of
Mass Communication. This proposal had precedence in the long relationship that
had existed between music and theatre as artistic collaborators and as members of
the Institute of Performing and Visual Arts, a Board of Supervisors designated
"Area of Excellence." As part of the Depfitrnent of Speech and Theatre, the
theatre prograrn, although relatively small in faculty and staff numbers (four fulltime faculty, two long-term visiting lecturers and one part-time administrative
assistant) had a distinguished artistic and educational history sparuring sixty-seven
years and offered a Bachelor of Arts degree in Theatre Arts with Concentrations
in Performance or Technical./Design. Since the two programs shared educational
facilities, the merger was achieved without extensive difficulty. The head of the
Department of Music became the administative head of the new unit.
The Department of Performing Arts is one of six academic deparffnents that
comprise the College of Liberal Arts which is administered by a dean. The heads
ofthe six deparEnents meet together with the dean on a regular basis to exchange
information and discuss mutual problems and planning issues.
The McNeese State University Administration has supported the mission, goals
and obj ectives of the Department of Performing Arts since its founding. A recent
and tangible example of that commitment relates to departmental instructional
positions. Within the same academic year, the departrnent experienced two
faculty retirements, a reassignment in duties, a resigrration, and a departure. With
the departmental ratio of full-time faculty to student majors almost 4 to 1 , it
would have been simple for the administration not to replace one or more of these
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positions. However, the decision was made to allow the departrnent to search for
five new full-time faculty members. The McNeese Adminishation also led
sustained efforts to secure capital outlay funding for construction ofa new fine
arts facility and renovation ofthe exiting band and fine arts facilities. The process
took fifteen years but finally was approved by the legislature and is in the bidding
stages.
Intemally, policies and procedures are determined by the department head in
consuttation with faculty and in accord with established College of Liberal Arts
and university policies. Since the merger of the two programs, the faculty
govemance structure has been modified to accommodate the unique vision of
each program and the shared vision ofthe departrnent in purpose and mission. A
series of discipline-specific committees (Management Docaments P ortfu lio,
Section I. D. 2., p. 253) review current curricular, educational and performance
policies in light of changing standards and conditions and propose appropriate
change that is then discussed and voted upon at a meeting ofthat discipline's
faculty. Proposals affecting all department faculty such as changes in policies
relating to evaluation and operational procedures, and master plan issues are
discussed and voted upon at a full faculty departmental meeting. Agenda and
meeting minutes are issued and kept for all faculty meetings.
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The Master of Music Education degree is jointly administered by the Dor6 School
of Graduate Studies, its Dean, and the Graduate School Council and the Dean of
the College of Liberal Arts and the Music Program Graduate Faculty Committee
of the Department of Performing Arts. A faculty member from the departmental
Graduate Faculty Committee sits on the Graduate School Council and participants
in decision-making at that level. The departmental Graduate Faculty Committee
has the responsibility to review and propose warranted changes in policies and
curricula affecting the masters degree and the departmental master plan. All
curricular proposals are sent to the Graduate School Council for consideration and
action.
While the baccalaureate degree in music education is primarily administered and
its students are advised by the music education faculty in the Department of
Performing Arts, student majors are required to satisfu all Teachers Education
Preparation requirements as established by the Burton College of Education. In
order to facility communication and assue a positive experience for students, the
program coordinators for the music education concentrations in instrumental and
choral music participate as members of the Secondary Education Council of the
Burton College.
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While it is ultimately the responsibility of the department head to ensure that all
policies and procedures conform to and support the mission of the department and
each of its academic/artistic units, the active participation of faculty in the
development of academic and performance policies is central to the successful
operation of the department itself. Faculty participation is principal in planning
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activities. Prior to the begiruring of the winter semester in January of each year, a
half-day meeting is held at which the master plan/progress report is reviewed and
objectives and desired performance indicators are adjusted, if warranted. Annual
departmental and individual faculty teaching and service goals are adopted.
These goals are utilized in the Annual Performance Report (faculty evaluation
process). Generally, faculty morale seems to have responded favorably to this
self-govemance concept. Since each faculty member has a voice in defining the
educational and artistic direction in which the departrnent will progress, a sense of
investment has developed.
When faculty are hired, a position-specific list of responsibilities based upon
position search documents is provided to new faculty members. There are
common elements in all responsibility documents including a collegiality
statement and the role of faculty in departmental administrative processes. New
faculty are also briefed on the contents and location ofthe McNeese Faculty/Staff
Handbook, the specifics of the university's and department's Annual Performance
Report policies and important current academic policies affecting classroom
management and student expectations such as syllabi content.
)
It is common knowledge that the department head maintains an "open door"
policy that allows informal communication between the head and departmental
faculty. Faculty are encouraged to exchange ideas and discuss projects, concems
or problems. Additionally, when time is available, the department head "walks
the halls" in order to engage faculty. Faculty are made aware of the "chain of
command" available to them under a variety of circumstances. McNeese
publishes all its grievance procedures as policy statements on the university web
site and in the McNeese Faculty/StaffHandbook. ln addition to meetings, current
departmental information is disseminated through frequent emails, written memos
and postings in the faculty mail room.
Prior to the merger of the two programs, the head of the Department of Music
made several attempts to organize a student advisory board whose purpose would
be to build student consensus on significant issues and develop and present
recommendations to the music executive. Unfortunately, after a period of months
and due to a lack ofsustained attendance and interest, these student boards
unusually ceased to function. When the Department of Performing Arts was
created, the department head constituted a new advisory board based on the
preexisting student organizations in the music and theahe programs. The Interfratemity Pedorming Arts Council (IPAC) began meeting on a regular basis in
fall 2004. Recognized by the McNeese State Govemment Association, the
purpose ofthe organization, as stated in its active bylaws is to promote high
standards, understanding, cooperation, and communication among the student
organizations of the Department of Performing Arts.
The department head meets with major students in an open forum setting once
each academic semester. During these sessions, students are updated on
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significant issues and may voice their concern about any situation or policy. The
department head also is known to have an "open door" policy arnong students.
Students are free to approach the departmental head during posted office hours or
through appointments scheduled with the departmental administrative assistant.
At information meetings in MUSC 190 and THEA 101 at the begiruring of each
semester, students are also encouraged to take advantage ofinstructor's posted
office hours and to consult their assigned academic advisor for advice and
assistance during the year and particularly during scheduled academic advising
periods. During faculty position searches, student opinion has been sought and
will continue to be in future searches.
The departrnent maintains a calendfi ofevents which is posted on the information
board near the Department of Performing Arts Office and on the university web
site. Throughout the year, the Performing Arts Librarian/Administrative Assistant
has the responsibility to maintain and update the calendar. Additional information
ofconcern to students such as advisor assignments and academic deadlines are
posted on the two information boards near the Performing Arts Office. A wealth
of educational and employment information which is received by the department
throughout the academic year is maintained in an open {ile in the Performing Arts
Library. The department publishes a Music Program Student Handbook
(Management Documents Portfolro, Section II.A. l.) which contains conmon
policies and procedures not printed in the university catalog and specific to the
music major's experience including recital protocols and facilities scheduling. A
new edition of this handbook is being edited for publication on the department's
web site.
The department head is responsible for the day-to-day operations ofthe programs
within performing arts and for guiding the development of the department based
upon long-range plaming documents. A list of the department head's duties
appear in the Management Docaments Portfulio, Section I. D. 3, p. 254-255. The
appointment ofthe current head follows established university policies outlined in
lhe McNeese Faculty/Staff Handbooft, Section 206.3 found in the Management
Documents Portfoiio, Section I. D. 4., pp. 256-257. The department head is
evaluated by all departmental faculty every spring through a survey form that is
sent to the Office oflnstitutional Research where survey data is tabulated and
then forwarded to the Dean of the College ofLiberal Arts and the Vice President
for Academic Affairs. The dean prepares a formal evaluation based on the
department head's teaching, professional development, university/community
service and administrative accomplishments and performance. The department
head may be reappointed by the President based upon the recommendation of the
Dean of the College of Liberal Arts and the Vice President for Academic Affairs
and the results of the formal evaluation.
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Faculty Evaluation of Department Head Over A Three Year Period
Scale: 5- li 5 =most
= least effective
Year
2006
2005
2004
Score
4.69
4.49
4.54
In 1995, because of the complexities of the then Department of Music, an
assistant department head was appointed. In 2004, when the Department of
Performing Arts was created, a second assistant department head was appointed.
Currently, the senior assistant, because ofhis special qualifications, is responsible
for facilities, technology and equipment as well as academic scheduling. The
newer assistance works on short{em administrative tasks as assigned by the head
and deals with community out-reach programs and textbook orders. The
department currently employs two administrative assistants with civil service
classifications @erforming Arts Offrce; Band Program Office), one full-time staff
Librariar/Administrative Assistant (Performing Arts Librarian), and one part-time
staff administrative assistant (Theatre Program). The names and duties of each of
the staff employees are listed in lhe Management Documents Portfulio, Sectton l.
D. 5, pp. 258-261.
Areas of Improvement
Communications in any complex organization are always an issue. All faculty
need to continue taking active roles in music program decision processes. A few
music program committees could be more pro-active in creating projects
appropriate to their area that would enhance the quality of the music program
and/or in developing long-range plans and solutions to problems. It also is
important to maintain student participation in appropriate decision processes and
to ensure that all students have access to an appropriate forum for the exchange of
ideas and grievances. The music education faculty must be kept informed of
information conceming administrative procedures in the Burton College of
Education. Often there is a breakdown in communication in the dissemination
new and significant policies; polices that effect student success.
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Plan for lmprovement
The departmental web site which is being entirely re-designed during the spring
2007 semester, will be the key to improved communications among all
departmental constituencies. All policy and informational handbooks will be
placed on the departmental page as well as an events calendar.
The department head will continue to work with the Dean of the Burton College
ofEducation and the Director of Student Teaching and Professional Education
Services to ensue that communication of policy and./or change between the units
remains consist and timely.
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