Music and Entertainment Learning Experience_1112

Provisional to Established Program Proposal Associate in Science MELE – Music & Entertainment Learning Experience Date of Proposal: April 2012 MELE Program Proposal Page Proposed Date of Established Status: Fall 2012 MELE Program Proposal Page Contents ORGANIZATION OF THE MUSIC & ENTERTAINMENT LEARNING EXPERIENCE PROGRAM RELATIONSHIP OF OBJECTIVES TO APPROPRIATE FUNCTIONS OF THE COLLEGE AND UNIVERSITY MEETING WORKFORCE NEEDS 13 ASSESSMENT OF STUDENT LEARNING 17 ADEQUACY OF RESOURCES 19 MEASURES OF PROGRAM QUALITY 20 APPENDIXES A MELE STRATEGIC PLAN 2011-15 B MELE COURSE SEQUENCE C MELE COURSE DESCRIPTIONS D STATEMENT OF RESOURCES E MELE ADVISORY COUNCIL F MELE STUDENT DEMOGRAPHIC DATA G MELE STUDENT RETENTION AND SUCCESS DATA MELE Program Proposal Page ORGANIZATION OF THE MUSIC & ENTERTAINMENT LEARNING EXPERIENCE PROGRAM In Fall 2008, the University of Hawai‘i Board of Regents approved the Associate in Science (A.S.) degree program in MELE – Music & Entertainment Learning Experience – as a Provisional program This document is a request to the Board of Regents to approve MELE’s A.S degree program as an Established program This document updates the relevant descriptive information on the program that was included on the earlier request, and analyzes assessment information collected during the program’s Provisional status Through the MELE program, Honolulu Community College (HCC) offers an A.S degree with concentrations in the areas of (a) music business and (b) audio engineering technology The MELE program curriculum prepares students for entry-level positions in the music industry and for transfer to baccalaureate programs The curriculum focuses on combining academic experience with real-world applications to prepare students to work in the rapidly evolving global music and entertainment industry for the 21st century MELE provides students with educational paths to careers in the music and entertainment industry by delivering instruction in artistic creativity, production technology, and business management Organizationally, the MELE program was initially located in the University College at HCC It has become clear that MELE fits better within a Career and Technical Education framework, and beginning Fall 2011 it was placed in the Communication and Services (Tech 2) division, which is one of two CTE divisions at HCC This placement will be formalized with the campus reorganization that is expected to become effective Fall 2012 The mission and objectives of the MELE program, as stated in its Strategic Plan 2011-15 (attached as Appendix A), are as follows: The mission of the MELE program is to serve the community as the premier, comprehensive program that fosters and promotes music industry professions from songwriting and technical production to artist management and music publishing The major objectives of the program are: ■ To provide a trained workforce in the interconnected fields of production technology, music industry business, and artistic creativity ■ To serve the need to create an environment and infrastructure in Hawai‘i that encourages the creation and development of innovative ideas and their conversion into products and services that can be MELE Program Proposal Page marketed nationally and globally, returning economic benefits to the state ■ To provide practical, professionally focused education for students to prosper in diverse work environments to reach their individual, academic and professional goals ■ To provide a comprehensive music training center capable of serving students on both O‘ahu and neighbor islands ■ To provide the State of Hawai‘i with a training center to serve the music and entertainment community composed of artists, studio technicians, producers, publishers, entertainment attorneys, and other music and entertainment-related occupations ■ To establish Hawai‘i as the premier Pacific Basin training center for music business and production, thus promoting the economic development of the state Learning Outcomes, Degree Paths, and General Education The MELE Program offers two concentrations within the Associate of Science (A.S.) degree path: (1) Music Business, and (2) Audio Engineering Technology For both concentrations, students are required to complete a set of courses that span their freshman and sophomore years These course requirements include mathematics, English, and speech, which are designed to help all students develop a common knowledge base and set of practical skills These courses enable the program to meet the general education learning outcomes specified by the Accreditation Commission for Community and Junior Colleges The ACCJC general education learning outcomes that MELE students are expected to meet are as follows: a An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences b A capability to be a productive individual and life-long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means c A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the MELE Program Proposal Page willingness to assume civic, political, and social responsibilities locally, nationally, and globally (ACCJC, Accreditation Standards, pp 7-8) MELE Program Learning Outcomes In addition to the general education learning outcomes, MELE students are expected to meet the following program learning outcomes upon completion of the MELE A.S degree: MELE Program Learning Outcomes (Common and Concentration) Common PLOs Audio Engineering PLOs Music Business PLOs ● Demonstrate an understanding of professional and ethical standards in entertainment and music business ● Demonstrate an understanding of music production ● Explain the careers, contracts, law, processes and economics of the music business ● Describe the economic, musical & technological developments and new business models of the recording industry ● Demonstrate an appropriate mastery of techniques and skills used in operating studio equipment and sound systems ● Demonstrate the ability to solve technical problems ● Demonstrate an understanding of the use of recording technology ● Prepare public relations programs for entertainment and music business clients ● Describe various types of intellectual property and copyright laws within the music industry ● Identify the role of music publishing in entertainment and music business ● Describe the importance of appreciation of diversity and global perspectives in music business and entertainment MELE Program Proposal Page MELE Curriculum The MELE curriculum has been designed to enable students to meet the program learning outcomes The following table summarizes the overall structure of the MELE curriculum for students in the two degree paths A list of courses indicating sequencing by semester is included as Appendix B, and detailed course descriptions are included as Appendix C Summary of MELE Curriculum Program Prerequisites   C or higher in ENG 22/60 or ESL 23 or placement in ENG 100 C or higher in MATH 24 or placement in MATH 25 Common to Both Concentrations  ART 101 - Intro to the Visual Arts or ART 113 Introduction to Drawing  ENG 100 – English Composition I  HIST 151– World Civilization I or HIST 152 World Civilization II  HWST 107 – Hawai`i: Center of the Pacific  MELE 101 – Survey of Music Business  Audio Engineering Concentration Music Business Concentration  ACC 201 – Elementary Accounting I  ICS 100 – Computer Literacy and Applications  ACC 202 – Elementary Accounting II  CENT 112 – Fundamentals of Electronics  BLAW 200 – Legal Environment of Business  MATH 103 – College Algebra  ECON 130 – Principles of Economics- Microeconomics or ECON 131 – Principles of Economics – Macroeconomics  MELE 211 – Audio Engineering I  MELE 213 – Studio Production  MATH 100 – Survey of Math  MELE 102 – Survey of Recording Technology  MELE 201 - History of the Recording Business MELE 215 – Sound Reinforcement   MUS 253 – Basic Experiences in Music    PHIL 101 – Introduction to Philosophy: Morals and Society or REL 150 Intro to World’s Major Religions or ENG 257H Hip-Hop Lit and Culture MELE 202 – Public Relations in the Music Industry MELE 220 – Audio Engineering II JOUR 150 – The Press and Society  MELE 203 – Intellectual Properties  PHYS 100 – Survey of Physics  MELE 204 – Music Publishing  PHYS 100L – Survey of Physics Lab  MELE 275 – Practicum  SP 151 – Personal and MELE Program Proposal Page Public Speech  SCI 121 Introduction to Science: Biological Science or any BIOL science with lab Practicum The practicum serves as a “capstone” experience for MELE students through which they apply the knowledge and skills they have acquired in the workplace Students are guided through the process starting with their third semester, where they begin to identify possible organizations or individuals to work with Recent examples of companies that have hosted MELE students for their practicum experiences are: Mountain Apple Company, Clear Channel Communication, Blue Planet Sound, Milan Bertosa Engineering, Soul Sound Studios, Hawaii Pacific Entertainment, and Low Brow Studios The MELE faculty coordinator works closely with these companies in assessing student performance Partnership with Belmont University Belmont University, and in particular its Mike Curb College of Entertainment and Music Business, served as a key resource in the planning, development, and funding of MELE Its faculty have provided guidance on curriculum, studio design and equipment, and operations The Mike Curb Family Foundation has provided $250,000 to MELE to support its facility and equipment requirements From a curriculum standpoint, Belmont’s Mike Curb College—as one of the leaders in providing educational pathways in music business, production, audio engineering technology and songwriting—facilitates transfer opportunities for MELE students and provides them with instructional resources that otherwise might not be available in Hawai‘i A general partnership agreement between Honolulu Community College and Belmont University was established in the spring of 2007 The purpose of the comprehensive partnership is to facilitate student completion and transfer of the A.S degree with a concentration in Music Business or Audio Engineering Technology The partnership includes a shared curriculum that ensures transferable credits earned at HCC through the MELE program, enabling students to matriculate to Belmont University to via a 2+2 articulation pathway for students wishing to continue towards a bachelor’s degree with Belmont University’s Mike Curb College of Entertainment & Music Business Courses in the major subject areas are delivered through synchronous and asynchronous delivery modes The partnership has worked exceptionally well HCC faculty have team-taught classes with Belmont faculty via two-way synchronous video connection, to the great benefit of MELE students HCC faculty have traveled to Belmont in the summer for MELE Program Proposal Page professional development opportunities, expanding their knowledge and experience Curriculum articulation between the two programs has been seamless; credits earned in the MELE program have transferred to Belmont, and upon completion of the associate degree at HCC, students can continue to a bachelor’s degree at Belmont The first MELE transfer student, Aaron Domingo, graduated from Belmont in Fall 2011 Aaron Domingo entered the MELE program in the Fall 2008 semester as a transfer student from Kapi'olani Community College and UH Mānoa Two years later with an Associate of Science from MELE and a Bachelors of Business Administration in music business with an emphasis in production from Belmont University's Mike Curb College of Music & Entertainment, Aaron is planning to move back home and develop his own business in the music and entertainment industry Another MELE student is currently working his way through the same bachelor’s program and is scheduled to graduate in 2013 RELATIONSHIP OF OBJECTIVES TO APPROPRIATE FUNCTIONS OF THE COLLEGE AND UNIVERSITY University of Hawai‘i System By providing quality instruction to, and thereby building the capacity of, Hawai‘i students in academic subjects and applied skills that contribute to the nurturing, growth, and preservation of music in Hawai‘i, the MELE program directly supports the University of Hawai`i system mission: The common purpose of the University of Hawai`i system of institutions is to serve the public by creating, preserving, and transmitting knowledge in a multi-cultural environment The University is positioned to take advantage of Hawai`i’s unique location, physical and biological environment, and rich cultural setting At all levels in the academy, students and teachers engage in the mastery and discovery of knowledge to advance the values and goals of a democratic society and ensure the survival of present and future generations with improvement in the quality of life University of Hawai‘i Community College System The MELE Strategic Plan 2011-15 includes details on MELE’s alignment with the UHCC System strategic goals Additional evidence of alignment includes the following: Native Hawaiian educational attainment: During the period Fall 2009-Spring 2012, Native Hawaiian students have accounted for an average of 33.9 percent of MELE students each semester This high percentage reflects the program’s MELE Program Proposal Page commitment to the UHCC strategic goal of increasing Native Hawaiian enrollment, and has contributed to the UHCC system’s overperformance on this key measure of success This high participation also reflects the program’s identification with Hawaiian culture, in which music plays a vital part, and its efforts to reach out to students of Native Hawaiian ancestry Function as a seamless state system: MELE’s A.S degree program remains, as it was at the time of its approval as a Provisional program, a unique program within the University of Hawaii Community Colleges system, neither duplicating nor supplanting any current degree or certificate program available within the UHCC system Its curriculum includes a significant component of general education courses, which facilitates student transfer to the four-year institutions in the system MELE has endeavored to work with units within the UH system to enhance the opportunities and experience for its students For example, it organized the participation of seven MELE students in the UHM Shidler College of Business’ Entrepreneurs’ Bootcamps #1 & #2, encouraging their further skill development in business plan writing and interest in entrepreneurship MELE is also developing relationships with high school students who are interested in exploring the music industry as a possible career path In Fall 2011, MELE began developing a program with Kaimuki High School that is modeled after the Academy system, through which it introduces high school students to the music industry and to MELE’s curriculum, and engages them in career exploration activities MELE is planning to expand this program to other high schools Although there are no four-year programs within the UH system in either music business or audio engineering, MELE requires a significant number of courses that can easily be transferred to other four-year programs within the UH system In order to expand the educational advancement for MELE students, HCC is in the process of working with West Oahu’s Academic Affairs office to create a two plus two pathway for students, similar to the pathways that have been established for other existing programs such as early childhood education, administration of justice and computer, electronics, networking technology (CENT) Promote workforce development: MELE enables its students to learn directly from, and maintain close ties with, people and organizations in the music industry through various initiatives, including: organizing special events that bring high quality, hands-on learning opportunities into the MELE studio, such as workshops and guest lectures; developing internship relationships with local organizations that provide real-world learning experiences for its students; arranging opportunities for students to learn “in the field” at concerts and other special MELE Program Proposal Page 10 Advisory Board, which comprises music industry and education experts, and ensures that student learning in the program will translate into real-world skills and value to employers The Mike Curb MELE classrooms, recording studios, and technical shop are housed in one building located on the main campus of Honolulu Community College The Mike Curb MELE Studio contains two classrooms, three recording studios and one tech shop The studios were designed by Shimokawa Nakamura architects and Belmont University Dean Wes Bulla and assistant Daneil Wujcik The MELE facility is used in the instruction of all audio engineering and music business courses In addition, the facilities have been used in a professional operating environment as well as non-credit course work In every instance, the audio equipment installed in the Mike Curb MELE studios is industry standard equipment that can be found in audio facilities throughout the world Studio equipment and specific performance characteristics are selected based on the curricular standards for each course and industry best practices As students progress through the coursework, they are introduced to and operate different types of signal flow and console architecture For example, the audio engineering technology (AET) curriculum begins with the study of signal flow through analog audio consoles and processing equipment and processes through early examples as well as modern versions The curriculum will culminate in the study of digital signal flow and operation of modern digital audio workstation work surfaces Classroom Facilities and Equipment Related to Courses Mike Curb MELE Studios The center of the AET program on campus, this facility contains wired intranet as well as wired and wireless campus internet networks The intranet system provides storage for student audio and other media files and allows faculty access to those files for assessment purposes All room are accessible to the campus internet network; the studios are connected to the intranet Microphone Collection The microphones at the Mike Curb MELE Studios are located in a secure room and are made available to studio users through a check-in/check-out procedure The varieties of microphones represent almost every type available, including solid state and tube variable capacitance, ribbon, and moving coil 2-416: Classroom 416 contains modern and historical examples of audio recording equipment covered in MELE 102 as well as equipment used for the MELE 211, 213, and 220 courses A small recording studio setup contains a Toft MELE Program Proposal Page 12 ATB analog recording console for the study of introductory signal flow and features stereo audio monitoring In addition, the studio contains analog sound reinforcement consoles for use in instruction This industry standard sound reinforcement equipment allows faculty and students the ability to examine sound system theory and practice in a classroom setting without the pressure of a live performance The courses delivered in this classroom include: MELE 102 Survey of Recording Technology MELE 211 Audio Engineering I MELE 213 Studio Production MELE 215 Sound Reinforcement MELE 220 Audio Engineering II 2-415a,b,c: Classrooms 415 consists of an acoustically treated control room, a main studio recording room that as a large recording space and an isolation booth The studio is used for all types of audio recording session work, including tracking, mixing and overdubbing The control is the primary instructional area that features a large format NEVE 5088 analog recording console and complemented with standard external processing equipment The control room also contains seating for 15 students The main recording room is used for instructional area as well as recording space The audio engineering equipment is based on analog signal flow and includes a split analog recording console architecture, digital audio workstation, digital multitrack recorders and analog and digital audio processors The courses delivered in this classroom include: MELE 211 Audio Engineering I MELE 213 Studio Production MELE 220 Audio Engineering II In addition, we are currently integrating a state of the art digital audio suite that will enable the program to explore other digital processes to align with the pace of today's digital technologies and workforce needs in the areas of film, television and creative media The studio control room is designed for mixing audio in surround sound 5.1 format or stereo The control room contains audio recording equipment associated with POST and contains seating up to 15 students The audio recording equipment is based on digital signal flow and includes a digital audio workstations with control surface and analog and digital audio processors MELE Program Proposal Page 13 Major instructional laboratory equipment includes a full range of state-ofthe-art digital and analog recording equipment along with an exceptional complement of signal processing equipment and microphones All major brands of analog and digital equipment are represented including Neve, SSL, Avid, ProTools, Alesis, Teletronix, Lexicon, AKG, Neuman, Shure and many more Upon completing of the audio engineering degree, students will be technically proficient and possess a broad based knowledge of audio engineering technology and demonstrated organizational leadership skills with an ability to function on multidisciplinary teams and contributions to the community through audio-related learning Honolulu Community College MELE’s mission and objectives are squarely based within, and support, Honolulu Community College’s mission: Serve the community as an affordable, flexible, learning-centered, opendoor, comprehensive community college that meets the post-secondary educational needs of individuals, businesses, and the community…Serve the Pacific Rim as the primary technical training center in areas such as transportation, information technology, education, communications, construction and public and personal services The MELE program supports this mission by pursuing the following Honolulu Community College goals:  Provide two-year transfer educational programs that offer students the general educational component of the Baccalaureate Degree  Ensure general education competency in communication, problemsolving, ethical deliberation, cultural diversity, and global awareness  Provide co-curricular programs and activities to promote student learning and development and to prepare students for leadership roles and responsibilities in a global community  Contribute to the support of the community’s economic and social growth One of the College’s priorities is to “develop the College’s potential capacity and reputation as the primary technical training center in the state and Pacific Rim.” The MELE program, in partnership with Belmont University, constitutes a premier training center for music business and audio engineering technology in Hawai`i The program is currently exploring possible faculty and student exchange initiatives with music/media production programs in Japan The importance of the Japanese music market continues MELE Program Proposal Page 14 to be a vital one for the music industry in Hawai‘i (including dance and performing arts), and developing this relationship has the potential to place MELE in a strategic position to create international opportunities for its students In this way and others, the program supports the economic development of Hawai`i and its music and entertainment industry, thereby producing a qualified base of new employees for the industry In addition, the curriculum focus will allow for the development of different genres of music in Hawai`i where ethnic and gender diversity is appreciated, respected and promoted MEETING WORKFORCE NEEDS It has long been noted that Hawai`i has an unusually high concentration of raw musical talent, but has never developed the support infrastructure to aid individual entertainers and musicians in the progression of their careers The MELE program now provides an educational foundation and base of knowledge to nurture and grow careers in the music and entertainment industry both within and outside Hawai‘i The occupations that MELE is currently designated as preparing students for are (a) marketing managers (SOC code number 11-2021) and (b) sound engineering technicians (SOC code number 27-4014) The associated educational requirements for jobs in those areas are (1) degree plus work experience for SOC 11-2021, and (2) postsecondary vocational degree for SOC 27-4014 Job titles within these SOC codes include: Marketing Coordinator, Account Supervisor, Market Development Manager, Recording Engineer, Audio Engineer, Sound Engineer, Mixer, Audio Operator, Sound Technician, Broadcast Engineer, Broadcast Technician, Master Control Operator, and Sound Editor In addition to these occupations, MELE also prepares students for other jobs related to these SOC codes but not specifically attached to the MELE program These jobs include the following: concert promoters, tour managers, media specialists, booking agents, media specialists, studio managers, and studio post-production technicians The music industry is in the midst of rapid and continual changes to its business and technological dimensions, and the MELE program and its instructors are well aware of the rapidly evolving job landscape that its graduates will encounter MELE students are being prepared to meet the challenges of jobs (and job combinations) that are constantly changing and being re-created A recent report characterizes the entertainment and music industry over the next five years as a “digital collaborative ecosystem.” In this regard, the MELE faculty are emphasizing entrepreneurial skills and opportunities for their students, since it is clear that much of the activity in the coming years will be driven by small, independent professionals and companies MELE Program Proposal Page 15 Employment and Wage Information The following employment and wage information is drawn from the O*NET web site, which integrates information from the U.S Bureau of Labor Statistics and the Hawai‘i Workforce Internet The tables demonstrate that MELE’s target occupations are characterized by livable wages and growth prospects over the next six years State and National Wages for SOC 11-2021 (Marketing Managers) State and National Wages for SOC 27-4014 (Sound Engineering Technicians) State and National Employment Trends for SOC 11-2021 (Marketing Managers) MELE Program Proposal Page 16 State and National Employment Trends for SOC 27-4014 (Sound Engineering Technicians) Industry Support for Program The local music industry has expressed strong support for a program with the goals of MELE The quotes below demonstrate the support and excitement of our constituents “MELE is an invaluable tool in the development of Hawaii's emerging creative classes As demonstrated by the dominance of the World Music Charts by artists like Israel Kamakawiwo'ole and the recent soundtrack for The Descendants, Hawaii's musical legacy is clearly our most widely appreciated cultural export MELE provides our local students with a unique opportunity to become the innovators and entrepreneurs who offer our island state the best chance at joining the global entertainment and content economy As an Advisory Council member for MELE and Founder and Director of the Academy for Creative Media, I see tremendous potential synergies between these two programs, as a permanent MELE curriculum could easily expand to include post-production, sound recording, and music scoring for films, television, computer animation and video games in an alignment of interests with MELE's exceptional facilities, faculty, and students.” Chris Lee, Founder and Director, Academy for Creative Media; former President of Production, Columbia/TriStar Pictures “The music and entertainment industry is rapidly changing, constantly evolving, presenting new challenges and opportunities Young people coming into the industry need to be able to act entrepreneurially MELE teaches, hands-on, how the real world works.” Jim Ed Norman, Grammy-winning producer; former president Warner Bros Records, MELE Program Proposal Page 17 Nashville; currently Senior Fellow, Curb Center for Art, Enterprise & Public Policy, Vanderbilt University “The music industry is in a state of constant creation and disruption, more so than any art form in the last thirty years The MELE mix of classes-practical experience plus expert instruction prepares students to function in the present, and equips them with a toolkit with which they can build their future careers.” Jac Holzman, Founder of Elektra and Nonesuch Records; recipient of a lifetime Achievement Grammy; inducted into the Rock and Roll Hall of Fame 2011; former Chief Technologist of TimeWarner and Warner Music Group; currently Senior Advisor to the Chairman, Warner Music Group “As a musician in Hawai`i, it is important that the culture and music industry continue to flourish By creating an educated music industry workforce, the MELE Program will serve to advance this global industry and most importantly, better the lives of the people of Hawai`i.” Robert Cazimero, Professional Recording Artist and Kumu Hula of award winning and internationally respected Halau NaHālau Nā Kamalei 2010 GRAMMY Nominated and recipient of the lifetime achievement award from the Hawai’i Academy of Recording Artist ASSESSMENT OF STUDENT LEARNING Student performance and progress are monitored at the course level through successful completion of course assignments Performance is measured through a standard letter grading system: A 90-100, B 80-89, C 70-79, D 60-69, F 0-59 The MELE program adheres to university standards with regard to student progress toward degree completion All methods of evaluation are also explained in each course’s outline and related to course learning outcomes and the assignments that are tied to those outcomes To demonstrate, the course-specific student learning outcomes for MELE 211 Audio Engineering are as follows: Upon successful completion of MELE 211, each student should be able to demonstrate the ability to:  Plan, set-up, manage and engineer a basic multi-track recording session in a studio environment MELE Program Proposal Page 18  Apply fundamental studio microphone techniques for recording acoustic and amplified instruments  Route and manipulate audio signals through processing and recording equipment  Identify the sonic characteristics of audio signals Audio Engineering Program Learning Outcomes MELE 211 Learning Outcomes Demonstrate an appropriate mastery of techniques and skills used in operating studio equipment and sound systems Apply fundamental studio microphone techniques for recording acoustic and amplified instruments Demonstrate an understanding of music production Plan, set-up, manage and engineer a basic multi-track recording session in a studio environment Demonstrate an understanding of the use of recording technology Identify the sonic characteristics of audio signals Route and manipulate audio signals through processing and recording equipment Demonstrate the ability to solve technical problems Plan, set-up, manage and engineer a basic multi-track recording session in a studio environment Describe the economic, musical & technological developments and new business models of the recording industry Recall significant events technologies and individuals that have influenced music recording Students are assessed on meeting course outcomes by their completion of projects in the lass as well as their participation in class activities Assignments are due at the start of class, unless alternate arrangements are made Testing & Assignments Assistant Engineer 10% Students serve as an Assistant Engineer on recording and mixing projects in the Mike Curb MELE Studios Session 10% Students translate details of MELE 211 recording sessions to MELE Program Proposal Page 19 Documentation industry standard documentation Studio Session Projects (3) 30% Provide practical application of course content outside class and lab This includes one small-format recording/mixing session, one large format recording session and one large format mixing sessions Quizzes (10) 10% Based on current reading assignments and lectures, quizzes measure the knowledge base attained during the course Mid-Term Exam 20% Based on all assigned reading, listening exercises and lectures, the written test measures the comprehensive knowledge attained by the mid-semester Final Exam 20% Based on all assigned readings, listening exercises and lecture, the written test measures the comprehensive knowledge attained by the end of the course All courses in the MELE program have similar methods for recognizing and evaluating student learning outcomes In the capstone practicum courses, students are evaluated in the following ways: two evaluations (mid-semester and final) completed by the site supervisor; completion of career related tools including resume and cover letter; completion of a mid-semester Powerpoint presentation of their practicum experience; timesheets that have been verified by the site supervisor; site visit by the program coordinator; and final student presentations and reaction papers ADEQUACY OF RESOURCES The MELE program’s funding was seeded through a Title III Developing Institutions grant awarded to HCC’s Native Hawaiian Center This provided funding for initial personnel costs and basic program development of course offerings A contract issued by the Department of Economic Business Development and Tourism (DBEDT) awarded the College $120,000 to be used on curriculum development, facility design planning and distance education hardware and software Internal Resources Current staffing for the program includes the following personnel funded by HCC:  One full-time program coordinator/faculty, to teach and coordinate and manage the program’s internal and external programming MELE Program Proposal Page 20  One full-time audio engineering faculty, to teach and oversee the studio operations  One part-time audio engineering instructor  One part-time music business instructor and outreach program coordinator, to assist with instruction, recruitment and retention programs These include managing student support programs such as GRAMMY University, Audio Engineering Society, developing high school “academies,” and developing other strategic relationships to support student achievement and success In 2011, MELE's request for two positions (one faculty member in music business and one audio technician to provide adequate instructional support for enrollment and studio maintenance and electronics) was identified as a high priority by the University of Hawaii in its legislative package, but neither was funded HCC therefore reallocated a faculty position to hire the full-time audio engineering instructor listed above, who is also responsible for the instructional support and studio maintenance that are critical to the ongoing operation of the Mike Curb studios MELE will continue to seek funding for a full-time music business instructor and a dedicated instructional support/studio maintenance position, given the pace of growth in demand for courses The detailed statement of resources for MELE is included as Appendix D External Resources The MELE program has been strongly committed to funding various aspects of the program operations through strategic partnerships These partnerships have resulted in the College’s fastest-growing private fundraising initiatives The College and program continues to actively work with the University of Hawai`i Foundation on refining a case for support of MELE Relationships with national and local figures, such as Jim Ed Norman, Jac Holzman and Jon DeMello will also provide assistance in fundraising The College will continue to work diligently on securing external resources Working closely with University of Hawai’i Foundation President Donna Vuchinich, MELE established two private fund accounts in 2008 and 2010, with significant outcomes In 2008, the MELE Program Coordinator met with a Honolulu businessman who expressed strong interest in supporting MELE Follow-up meetings resulted in the program’s first private donation of $120,000 In 2010, through MELE co-founder and Advisory Council member Jim Ed Norman, the Mike Curb Family Foundation donated $250,000 to the Mike Curb MELE Studios to support ongoing studio operations, maintenance and program activities Mike Curb is one of the most prominent figures in the entertainment world He is founder and MELE Program Proposal Page 21 chairman of the independent label Curb Records, one of the largest in the nation, which has produced more than 300 No records, with honors from leading industry magazines Billboard and Radio & Records The studio is world-class, and reflects MELE’s ability to bring together support from the private and non-profit sector, and public-sector support, federal and state Another indicator of MELE’s ability to attract significant support is the quality of the program’s Advisory Council Members include individuals at the top of their professions, nationally as well as locally A list of the members is included in Appendix E MEASURES OF PROGRAM QUALITY Program Demand Demand for the program has increased and can be attributed to several factors, which include the relative new nature of the program, community need, and overall program quality As can be seen in Appendix F, the number of majors in MELE has increased from 26 to 93 students over the period Fall 2009-Fall 2011, reflecting very strong demand for the program As noted earlier, a high percentage of MELE majors (about 34 percent) have been Native Hawaiian, demonstrating that MELE has thus far been helpful to the campus and the community college system in increasing Native Hawaiian participation The demand indicators demonstrate healthy demand for the program for the most recent Annual Report of Program Data (ARPD), covering the 2009-10 and 2010-11 academic years In its initial request for Provisional status, MELE had set a goal for an annual cohort intake of 40 students per year and average class size of 20 students The ARPD data show that the program has achieved 92.5 percent (74 majors) of its projected cohort enrollment for the two years academic years reflected in the data FTE enrollment in the 2010-11 academic year exceeded the projected class size by 10 percent Program Efficiency For the UH Community Colleges’ ARPD, program efficiency is measured by indicators 8-15, with the overall Efficiency health “call” calculated on the basis of the following: (a) the “fill rate” of the program’s classes, and (b) the ratio of program majors to FTE faculty MELE’s health call is “cautionary,” the details of which are as follows: (a) MELE’s fill rate of 83 percent places it firmly in the “healthy” category, as it exceeds the cut-score for “healthy” programs (75 percent) MELE Program Proposal Page 22 (b) MELE’s ratio of program majors to FTE is uncalculated due to the data reflecting an FTE faculty count of zero (resulting in an invalid ratio) If the current (as of Spring 2012) FTE faculty count of is used, the ratio of program majors to faculty is 37, which places it near the cutoff (35) for a “healthy” designation Other measures of efficiency indicate that MELE is operating well as a new program Program Effectiveness Student Completion and Success Graduation rates have been low but are rising and are expected to increase over the next five years Three students graduated from the program in 2011, and in the Spring 2012, the program will be graduating its second class of nine students Of 88 current majors, twenty-two students have 31 or more credits, indicating good progression towards degree completion During the past three years, the program has worked diligently with the institutional analysts and student services to better understand the profile of the MELE student and understand the contrast between high demand and relatively low completion A large percentage of MELE students are attending classes part-time These students are registered for no more than nine credits, which has impacted their ability to complete the degree within a two-year timeframe In addition, the program has needed to address the issue of its perception among students as “rock school” in which academics play a minor role, which has led to attrition among the early majors when the full measure of the academic requirements becomes clear It is expected that MELE’s proactive outreach to high schools will result in students who are better informed about the true nature of the program and, consequently, in better completion rates As can be seen in the course completion data included in Appendix G, student success in MELE courses has improved substantially over time From Fall 2007-Fall 2011, the average success rate (students completing courses with a C grade or better) rose from 70.4 percent to 79.8 percent The Fall 2011 success rate exceeds the campus average of 73.9 percent Employment and Transfer Outcomes Three MELE students graduated from the program in 2011 and have found employment with local and national companies in the music and entertainment industry These include Blue Planet Sound studios, Clear Channel radio group and Netflix Nine students are scheduled to graduate at the end of the Spring 2012 semester, half of whom are already employed or have positions lined up Two MELE students have transferred to the baccalaureate program at Belmont University One student who is projected to graduate in May 2012 will be transferring to the UHM Shidler College of Business The MELE Program Proposal Page 23 MELE faculty are confident that the program’s outreach to UHM and UHWO will result in greater numbers of internal system transfers Student Feedback The MELE Program is committed to providing quality instruction that is based on course evaluations faculty evaluations and student placement in employment At the completion of each semester, students are given an opportunity to evaluate the overall course and quality of instruction Student satisfaction surveys include a variety of questions concerning the general learning outcomes and instructor’s teaching qualities and skills Survey results for MELE in from 2008-2012 have been grouped into six factors that range from course effectiveness to instructor preparation The results exemplify consistent student satisfaction with courses content, rigor, and quality of instruction The students of the MELE program are encouraged to be active participants in their college education The following table summarizes MELE student evaluations In addition to engaging through student/course evaluations, the program has maintained a strong commitment to understanding student needs, effectively targeting and appropriately advising students Mean Course Evaluation Scores, Fall 2009-Fall 2011 Course Effectiveness Course Objectives & Requirements Encourages Class Discussion Preparation & Knowledge Grading Policy Instructor Availability Fall 2009 4.47 4.62 4.73 4.62 4.53 4.64 Spring 2010 4.19 4.44 4.67 4.62 4.38 4.72 Fall 2010 3.18 4.68 4.72 4.79 4.73 4.83 Spring 2011 3.04 4.53 4.65 4.67 4.58 4.65 Fall 2011 4.15 4.43 4.43 4.55 4.39 4.51 Rating scale: (low) – (high) Persistence MELE Program Proposal Page 24 The table below summarizes MELE persistence figures for 2009 and 2010 For the 2009 cohort, the Music Business rate exceeded the HCC average, while the Audio Engineering rate was below For the 2010 cohort, the relative rates were reversed between the two, with Audio Engineering showing a higher persistence rate With a more extensive pre-enrollment advising and preparation effort, and as prospective students become more knowledgeable about the actual coursework involved in the program, the MELE faculty feel confident that these figures will rise One-Year Persistence Rates of MELE Students, 2009 & 2010 Cohorts MELE Program Proposal Page 25 ... understanding of professional and ethical standards in entertainment and music business ● Demonstrate an understanding of music production ● Explain the careers, contracts, law, processes and economics... training center to serve the music and entertainment community composed of artists, studio technicians, producers, publishers, entertainment attorneys, and other music and entertainment- related occupations... entertainment and music business clients ● Describe various types of intellectual property and copyright laws within the music industry ● Identify the role of music publishing in entertainment and music