Program: Theatre (BA)
Degree: Bachelor's
Date: Thu Oct 13, 2011 - 9:57:49 am
1) Below are your program student learning outcomes (SLOs). Please update as needed.
1. Students can recognize and distinguish between various styles and forms of
World Theatre (i.e., Asian, Western, Pacific, Youth Theatre).
2. Students can create and demonstrate informed and personal artistic choices in
coursework and productions (i.e, design, directing, acting).
3. Students can effectively communicate creative ideas and critical judgments
through appropriate means (oral, written, practical).
4. Students can demonstrate ethical and self-disciplined behaviors appropriate to
the field of theatre.
2) Your program's SLOs are published as follows. Please update as needed.







3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.





5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
We measured the achivement of all of the following SLOs, based on exit materials of graduating seniors:
2. Students can create and demonstrate informed and personal artistic choices in
coursework and productions (i.e, design, directing, acting).
3. Students can effectively communicate creative ideas and critical judgments
through appropriate means (oral, written, practical).
4. Students can demonstrate ethical and self-disciplined behaviors appropriate to
the field of theatre.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
12 students graduating with B.A. in Fall 2010 or Spring 2011
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)










9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)







10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
2010-2011
Faculty Exit Rubrics: (on a scale from 1-4, 4 being highest)
Learning Outcome #1: 61% at 4, 37% at 3
#2: 51% at 4, 46% at 3; 2% at 2
#3: 50% at 4, 45% at 3; 4% at 2
#4 61% at 4, 35% at 3, 2% at 2
Student Exit Surveys:
These surveys ask students to rate their abilities in 19 different questions treating five main curricular areas: Acting, History/Theory, Directing, Design, and Stagecraft. The responses, on a 1-5 scale, are varied and more difficult to summarize, but are used by faculty to make some of the changes detailed below.
Exit Interviews:
Changes suggested by interviews are noted in question #11.
11) State how the program used the results or plans to use the results. Please be specific.
Recent changes?
Current change, in response to the re-envisioning of the costume area: The beginning costume construction class, 354, in progress this semester, has an applied lab component in which students, once they have acquired sufficient skills, work on costumes for the departmental main stage production. This is proving to be a powerful applied learning experience for them, since they are directly applying the class topics in meaningful way, in this case to the build of costumes for Oklahoma. Many of the changes in the area of costume construction, suggested by students who graduated last year, have already been implemented, along with a re-envisioning of the entire costume curriculum as well as a new rotation of courses designed to sequentially build student skills, and better prepare them for work in the profession. Additionally, in response to re-envisioning of the design program: The design program has also been seeking to nurture and involve more undergraduate design students, recruited from the beginning and intermediate design classes (345/445, 353/453, 356/456), and provide them with as many actualized design opportunities as possible, including functioning as assistant designers. Since Fall 2010, twenty-one undergraduate students have been involved as designers or assistant designers in the areas of sets, props, lights and costumes for nine productions in the lab theatre and one on the main stage.
A positive change to our Theatre History sequence is the new E (Ethics) designation for 411; our students have often asked for an in-major E course.
Plans?
Planned changes in design, in response to exit interviews: Once the new faculty designer position is settled, the design program can begin to address some of the relevant concerns received from last year’s graduating students, ncluding: 1) more training and better preparation for the duties expected of students the theatre practicum classes (200/400c - stagecraft); 2) more practical production and technical classes, or topics introduced into existing classes (343, 640), such as problem solving in scenic construction or for technical direction; 3) the possibility of making the Business of Theatre class an official class, as well as a potential requirement for majors; and 4) the possibility of giving credit for outside crew work, such as for 400c, so that students might experience how other theatres operate. This last request has to be considered carefully, so that we don’t deplete our own crew requirements, or diminish the credit-incentive associated with filling these departmental production needs. The design program will also look into solving the training and preparation issue for students of 200/400c/d, stagecraft and costume, respectively, by possibly considering prerequisites, such as 240 and other classes next in the sequence, 343 and/or 354. We will also pursue the possibility of the Business of Theatre class, being offered as a series of condensed pre-professional training workshops or seminars, perhaps involving team-teaching and in conjunction with professionals from the theatre community, if it cannot be offered as a full semesters course. Either way the class, especially if it to be developed into a new, official course, would need to fit within the scope and interest of the new hire, which cannot be addressed at this time. As for other changes, the intermediate costume construction class, 446, has thus far dealt with topics of “Theatrical Patternmaking” (Fall 2010) and "Corsets, Boned Bodices & Understructures" (Spring 2011). In response to new graduate student training needs, it is likely that “Theatrical Patternmaking” will be repeated again in Spring 2012.
In the area of acting, we are searching for ways to collaborate between the units of dance and theatre. We are in the process of changing one of our cross-listed courses, THEA and DNCE 433, into an alpha designation with subsections that allow for more team-teaching and cross-disciplinary efforts. One of these will be a section entitled “Physical Comedy” taught by dance professor Betsy Fisher and new youth theatre professor Mark Branner. The other subsections of THEA 433 will consolidate some topics which have been taught in various formats and under various other topics courses: THEA 433B—Mask Acting; 433C—Asian Techniques; 433D—Physical Comedy; 433E—Stage Combat. These will then be listed as qualifying classes for the undergraduate requirement of a class in voice and/or movement.
Again in response to student requests, we will add two new Writing Focus classes in the coming years: THEA 311 and THEA 312, both required of all Theatre Majors. This will bring the total of Writing Focus required by the major to four: THEA 311, 312, 412, and 380.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
n/a
13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
n/a