2012 TA Assessment Report. August 13, Dear Members of the Assessment Committee,

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1 2012 TA Assessment Report August 13, 2012 Dear Members of the Assessment Committee, The survey below were evolved from an earlier plan to use the Self Reflection and Professional Competence core values as our annual offerings for the Assessment process. This plan started as a hand written survey that would ask open-ended questions to better understand our own delivery of Self Reflection values in the TA 101 (Theatre Appreciation), TA 141 (Fundamentals of Acting), and Professional Competence for TA 111 (Fundamentals of Design). The TA 101 and 141 courses and the Self Reflection core value were connected for two reasons; these are our most commonly taught courses (across the three campuses where TA courses are offered), and the fact that TA 101 is taught at night, and that particular population hadn t been accessed yet in prior TA reports. The TA 111 survey on Professional Competence best suited our area of technical theatre, and this course is a fall offering, which suited our original timeline. The original assessment plan is attached at the end of this document for reference. After a meeting with our Assessment coach (Jessica Bernards) we agreed that a Survey Monkey approach would best suit the evolving needs of the Assessment process, as well as save time in collating the basic data that we d received. In essence we were taking the work to a level far beyond the needs of the Assessment assignment. The lateness of this Assessment Report is two-fold: 1) This was also a Program Review year for the TA SAC, of which I, Patrick Tangredi, am the sole FT faculty member. As we have a SAC that, for various reasons having to do with PT instructors having multiple jobs, we have difficulty meeting with full attendance. Thus, our ability to create both the Assessment Report and the Program Review were fraught with unforeseen delays. Furthermore, after submitting the Program Review, it was deemed insufficient, and an extension was granted (Dec 2012). This has taken a great deal of my attention, and energy throughout the course of the school year, as well as this summer. 2) My original goal was to create our Assessment Report following the Fall 2011 term, and include the results in the Program Review. When the format change was decided, I abandoned that plan and began to explore how to generate online survey questions for the best results. The project slowed while I looked deeper into these core values, which had language that could help create cleaner and clearer questions that would allow the student to give clearly thought responses. Though that bore some fruit, I still find the medium

2 of on-line survey challenging as the creator of the survey. I should add here that my own experience with on-line surveys has been that I find them (as the one taking them) unsatisfactory, and I prefer open-ended styles of responding, not simply the one that uses a Yes No or N/A model. Finally, after achieving a reasonable set of questions, the process stalled when I tried to upload these questions into the Survey Monkey software. Though I would consider myself fairly technically savvy, I was unable to complete the survey creation process, and that s where it stands currently. I did ask for some assistance from the Assessment Committee through our liaison, and was directed to an individual toward the end of the Spring term, and that assistance came in the form of an that had some suggestions, but they did not address the issues and a further attempt met with the same result, an incomplete uploading process. More recently, Jeremy Estrella, our VAPAD Dept. Chair offered his assistance when he d heard that I wasn t able to do navigate the Survey Monkey software with my own set of skills. Of course, as this is summer term, our schedules haven t coordinated, and most of the courses we were hoping to survey aren t offered in the summer, so we had opted to submit the results after the fall term. The current goal is to create this as a functioning online survey, the survey the fall students in the courses mentioned and submit the Assessment when we have evaluated the results. Thank you for your feedback. Patrick Tangredi Theatre SAC Chair

3 Self Reflection Survey questions Planned courses to survey: (TA 141-Fundamentals of Acting) (TA 101 Theatre Appreciation) I reflect on my assignments after I complete them. I set well-defined goals for my work in this class. I monitor the progress of these goals. I use a journal to assess my work after I measure my creative work against those of others. I am accountable for my actions and their impact on others in this class. I appreciate and reflect on new ideas in a spirit of open interaction. I am comfortable examining my work in relation to others. I have reflected on how my personal behavior impacts others in their work in this class. The work in this class has challenged me in ways that I expected. The work in this class has challenged me in ways that I did not expect. The safety and well being of others (and their work) is an important part of this class. Working collaboratively as a team is an important part of this class.

4 Open-ended questions: What could the theatre arts program do to improve its design offerings? What could the theatre arts program do to improve its performance offerings? What could the theatre arts program provide to you to help you achieve your professional goals? What are the strongest three attributes of the theatre arts program? What ways do you use self-reflection that may not be mentioned here? How important is self-reflection for your creative process as a theatre artist? Professional Competence Survey Questions TA (111) My career interests require some knowledge of theatre arts. My career interests require some knowledge of theatre design and practices. This theatre course is essential in my current career goals. I am aware of the possible careers in theatre or theatre related activities.

5 I am aware of more than one of these possible pathways from PCC to a career in theatre. I am aware of current technical theatre practices. I am aware of various current digital (computer) trends of technical theatre design. I have worked with professional directors, artisans and designers when I ve been involved with TA main stage productions. Open-ended questions: What could the theatre arts program do to improve its design offerings? What could the theatre arts program do to improve its performance offerings? What could the theatre arts program provide to you to help you achieve your professional goals? What is the strongest attribute of the theatre arts program? Appendix: Original Plan (From Fall SAC) This document reflects he original vision of the

6 Assessment (for TA 101 and 141) PCC Assessment pages The Theatre SAC will use * TA 101 as its focus course for the Cultural Awareness Core Outcome. * TA 141 as its focus course for the Self Reflection Core Outcome. Need: Method of measurement/rubrics Our task is to look at the material below and assess how we do, or do not do what is required by our core outcomes in this course. If needed, we also need to adjust the course or our methods to meet those needs. Step 1: Assess what we do that corresponds to the outcomes in the selected course Step 2: Adjust the course accordingly to meet the state s requirements for Gen Ed and Cultural Literacy. * TA 101 Assessment of the Cultural Awareness Core Outcome. CORE VALUE/ASSESSMENT CHALLEGE #1: Cultural Awareness (Brief definition) Use an understanding of the variations in human culture, perspectives and forms of expression to constructively address issues that arise out of cultural differences in the workplace and community. The detailed version taken from PCC s website link on: Cultural Awareness culturalawareness.html Analyze Cultural Perspective Identify their own cultural assumptions and those of others. o Vallory Using D2L (Desire to Learn) has students comment on each others critiques on using D2L using the bulletin board in MyPCC function to require the students to engage in a form of (virtual) dialogue in the expression of their cultural POV Identify and acknowledge cultural perspectives and values different from their own. o Barry-Classroom discussions of production Who are you and who is the other in the production? Identify and analyze biased behavior, practices and language. o All-Though there is often an opportunity to address this in productions as well as students responses in both verbal and written work; the nature of the productions changing every term does not ensure this in a consistent manner. One solution in the future would be to create a list of plays through reading or video that the instructors could choose from to prompt class discussion of biased behavior, practices and language.. Apply appropriate techniques for exploring assumptions and expressing viewpoints.

7 o Barry-Use of written critiques (the organization of their ideas in writing) prior to a classwide discussion to explore their viewpoints and assumptions. A common prompt to begin the discussion would be a variation on How do I enter into a dialogue with this production? Apply Knowledge of Cultural and Historical Context Analyze the relationships of individuals and cultures to the history of events and ideas. o The instructors offer a historical perspective on the relationship of various cultures to theatre. Analyze how various ethical systems, world views, assumptions about the self, and historical contexts impact individual and cultural relationships. o The student is required to reflect upon the historical context in order to critique and evaluate the production. In essence a modern viewing of Death of a Salesman could reap a discussion of mental illness that would differ from its original context. The student s critique would examine their own cultural perspective in regards to the piece, as well as the original context. Engage in, and/or appreciate different forms of creative and artistic expression, connecting personal responses to broader contexts. o Level 1 Limited application of knowledge and skills. The exploration through critique of the many artistic collaborative forms involved in theatre (costumes, lights, scenic, lobby display, etc.) is required, and the student s connecting their personal responses to the aesthetic is crucial to the completion of this assignment. Sample Indicators Level 2 Basic application of knowledge and skills. Level 3 Demonstrates comprehension and is able to apply essential knowledge and skill. Level 4 Demonstrates thorough, effective and/or sophisticated application of knowledge and skills. Identify one's own cultural perspectives, values and assumptions. List examples of culturally biased behavior, practices and language in the media. Describe one method/technique for exploring the assumptions, perspectives and values of a cultural group. Name one method for dealing with work-place conflicts that arise from cultural differences. Describe the cultural perspective, values and assumptions of another culture. Give an example of one s own biased behavior, practices or language. Summarize the relationship of individuals and/or cultures to the history of events and/or ideas. Describe the cultural changes, which occurred following specific events in history. Compare and contrast a form of creative and artistic expression, such as dance, in two different cultural contexts, such as Native Americans and African Americans. Compare and contrast one s own cultural assumptions, perspectives and values with those of others. Describe the effects of prejudice on different groups. Demonstrate an appropriate technique for exploring assumptions and expressing viewpoints. Analyze the relationships of individuals and cultures to the history of events and ideas. Analyze how individuals in two or more culture groups have been impacted by historical, cultural, or economic events. Describe the cultural patterns/icons displayed in a specific artistic expression, such as a painting, sculpture, literature. Support one s own cultural assumptions and explain those of others. Assess cultural perspectives and values different from their own. Modify biased behavior, practices and language. Use more than one appropriate technique for exploring assumptions and expressing viewpoints.

8 Evaluate the relationships of individuals and cultures to the history of events and ideas. Formulate a theory of how various ethnical systems, worldviews, assumptions, and theories about the self, and historical, cultural, economic and social context impact individual and cultural relationships. Evaluate different forms of creative and artistic expression, connecting personal responses to broader contexts. * TA 141 Assessment of the Self Reflection Core Outcome. Self Reflection (Brief definition) Assess, examine and reflect on one s own academic skill, professional competence and personal beliefs and how these impact others. The detailed version. Reflect on Self Appraise own skills and abilities. o Using self-reflection journals to write self-assessments after exercises and performances. Also the students are asked to do self-evaluations for performances. Set well-defined goals, monitor progress, and motivate self. o This area is not as strong, as the goals are prescribed by the syllabus. Examine personal beliefs and measure them against the beliefs of others. o This is not an area where the student is required to address at this level. Understand self as part of larger community. o This is inherent in the class as the class is always involved in the scene (two people) as well as giving feedback as audience for the group. Be accountable for actions and their impact on others. o Our newer proposed outcome is: o Communicate with others in a collaborative manner to achieve mutual goals on schedule to meet deadlines. Respect individual rights and the dignity of others. o Appreciate and reflect on new ideas in a spirit of open interaction. Seek and acquire information and knowledge to achieve academic, career, and personal success as a lifelong learner. o Respond to Others Respect the beliefs of others. Be protective of the safety of others. Transfer personal skills and imagination to varying settings, including individual and group. Apply appropriate techniques for exploring and/or resolving conflicts and dealing with differences in a variety of settings.

9 Understand the role of humor and empathy in human interactions. Respond to community issues and contribute to the community. Sample Indicators Level 1 Limited demonstration or application of knowledge and skills Level 2 Basic demonstration and application of knowledge and skills. Level 3 Demonstrates comprehension and is able to apply essential knowledge and skill. Level 4 Demonstrates thorough, effective and/or sophisticated application of knowledge and skills. Objectively and accurately identify personal interests, knowledge and skills needed for or gained from a course or learning experience. Consciously affirm their own values while respecting other points of view. Willingly examine personal beliefs and values within the context of a learning experience. Be accountable for own actions and recognize their impact on others. Articulate the value and meaning of the learning experience. Demonstrate awareness of how personal behaviors align with socially responsible values. Use self-appraisal to set well-defined goals, modify personal behavior and as motivation toward goal achievement. Demonstrate ethical awareness and empathy in dealing with differences and resolving conflict.