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Student Learning Outcomes Assessment Report (Revised 03/01/13)

Department: Theatre and Dance Date Submitted and Academic Year: 11/16/2016 2015-2016 Department/Program Mission Statement: DEPARTMENT OF THEATRE AND DANCE MISSION STATEMENT The mission of the Department of Theatre and Dance is grounded in the development of its students—intellectually, artistically, and personally—within a community that honors the mind, body, and spirit of all individuals. Specifically, the department strives to: 1) Provide undergraduate Majors and Minors in the fields of Theatre and Dance for those students seeking to

develop careers in the disciplines, whether as performers, directors, choreographers, teachers & educators, administrators & managers or advocates.

We seek to support these ambitions by providing courses and experiences in acting, dance technique, performance, directing, dance composition, production, technical theatre & scenic design, dance & theatre history and theory, dramatic literature, and dance & theatre education.

2) Be an integral part of the SUNY Potsdam Liberal Arts educational process by fostering an understanding of

theatre and dance through our extensive production programs and general education contributions.

It is through productions and general education courses that students become familiar with the depth and range of dramatic literature, its historical context & cultural underpinnings, and its social and communicative value.

It is also through our production programming that students and members of the college community become familiar with the various and evolving choreographic concerns, genres & histories of dance, as well as the social and cultural issues contextualized through dance.

It is the means by which our students—through their work with faculty, guest artists, and each other—put into practice the skills they must learn as practitioners of these two professions.

3) Bring professional theatre and dance performances, in the form of guest artist residencies, to the SUNY Potsdam campus.

We are committed to this effort because (a) it is important to provide our students with models of, and experiences with artistic excellence and (b) it is important to provide the campus and local communities with opportunities for cultural and aesthetic enrichment in the performing arts.

Department Assessment Coordinator or Faculty Member Completing this Form: Donald Borsh, Dept. Chair Note: Because we are a department with 3 discrete majors: Theatre, Theatre Education and Dance, with Theatre Ed being supported largely through the Theatre curricula. In order to accurately assess the effectiveness of the department, the following data is based on two sets of learning outcomes, four for Dance and four for Drama. . Drama:

1. Students will demonstrate an understanding of the historical development of Western Theatre as a discipline.

2. Students will demonstrate the knowledge of safe technical theatre practices and an understanding of design elements and principles as they apply to conceptual design for the theatre.

3. Students will demonstrate the ability to effectively and individually analyze and interpret dramatic

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literature. 4. Students will demonstrate in studio classes and staged performances a sound foundation of

performance-related abilities, utilizing classical and contemporary techniques of acting. Summative %’s for Dance (280 sample students) Summative %’s for Drama(675 sample students) 78% exceeding expectations 72%

13% meeting expectations 17%

5% approaching expectations 11%

4% not meeting expectations 7%

Update on Action Plan(s) from prior year(s): None

Measurable Criteria and Assessment Method(s) Assessment has been made through the following criteria and data sources: observation, performance-based assessment, verbal assessment, assessment rubrics, exam scores, video archive analysis, journals, and interviews. Performance-based Assessment Students, through performance, demonstrate specific competencies in regards to technical skills related to the acquisition of dance-related vocabularies and techniques. Authentic Assessment Students engage in performance-related activities demonstrating the synthesis of above listed course sequencing through compositional assignments. Written and Verbal Assessment Students receive direct and immediate feedback regarding progression in related courses. Peer Assessment In composition-related courses, students engage in direct feedback loop with peers regarding development and progression in assignments.

Dance Program Assessment Data Summary: Results and Analyses Courses related to Learning Outcome #1: 2015-2016: Students will demonstrate: in studio classes and performances a sound foundation of technical and performance ability in modern and contemporary dance. DANC 111 Beginning Modern Dance DANC 112 Beginning Jazz Dance DANC 221/222 Modern Dance I DANC 211 Dance Improvisation DANC 309/310 Performance and Production DANC 311 Dance Composition I DANC 321/322 Modern Dance II DANC 312 Dance Composition II DANC 421/422 Modern Dance III DANC 325 New Repertory (composition-related) DANC 441/442 Modern Dance IV DANC 390 Special Problems in Dance Composition DANC 234/235 Intermediate Ballet DANC 494 Senior Project (composition-related) Courses related to Learning Outcome #2: 2015-2016: Students will demonstrate knowledge of, through embodiment and words, a working knowledge of anatomy and be able to apply that knowledge to dance technique and performance. DANC 114 Beginning Kripalu-style Yoga DANC 221 Modern Dance I DANC 319 Movement Theory and Notation DANC 321/322 Modern Dance II DANC 422 Modern Dance III DANC 442 Modern Dance IV

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Courses related to Learning Outcome #3: 2015-2016 Students will demonstrate a developed knowledge of the historical, aesthetic, and social concerns of Western and Non-Western dance forms DANC 112 Beginning Jazz Dance DANC 120 Performance Explorations DANC 234/235 Intermediate Ballet DANC 311/312 Dance Composition DANC 390 Spec. Prob.: Dance Composition DANC 494 Spec. Prob.: Senior Project Courses related to Learning Outcome #4: 2015-2016 Students will demonstrate through speaking and writing, the ability to clearly articulate aesthetic concerns in dance, including the analysis of choreography, live, and on film DANC 211 Dance Improvisation DANC 311/312 Dance Composition DANC 390 Spec. Prob.: Dance Composition DANC 494 Spec. Prob.: Senior Project Note: Almost every technique-related course has a component in which students are required to respond to and write about live performances they are either attending or performing in.

Assessment Data Summary - Results & Analysis DANC 101 Intro to Performance Studies (Pecora)

Results: 13 students total

_23_% of students Exceeding Expectations

_31_% of students Meeting Expectations

_38_% of students Approaching Expectations

_ 8_% of students Not Meeting Expectations

Analysis: The majority of students did well in this class. This result is possibly due to the fact that it is a 100 level course and most of the students were first year. The 100 level means that the course is easier than higher designated classes. The fact that it is first year means that it is possible the students are more motivated to succeed than students in later years. None of the students who were not meeting expectations completed the three assigned papers. This result possibly indicates that independent work is problematic for those students.

Application of Results/Action Plan for Improvement The assessments for DANC/DRAM 101 effectively captured how students understand the historical development of Western Theatre because they were asked to read Richard Schechner’s text on performance studies and use his theories to understand various plays, play acts and ritual through these unique lenses. They had to demonstrate their understanding of theory using the written word three times. Furthermore, they were tested twice on the various vocabulary and concepts of performance studies. Lastly, students created and performed a live piece of performance for the group and had to relate this to the theory studied in class. Thus the students were asked in multiple ways to demonstrate their understanding of the historical development of performance studies, which provides a foundation for understanding Western Theatre. Assessment results help improve teaching because there is a pattern of incomplete work for students who are not meeting expectations. Identifying that pattern and developing a plan for addressing it in future classes helps future students.

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DANC 111 Beginning Modern (Collen)

Results: _ 63 _% of students Exceeding Expectations

_15 _% of students Meeting Expectations


_ 3 _% of students Not Meeting Expectations

Analysis: Application of Results/Action Plan for Improvement None DANC 112 Beginning Jazz Dance (DelMonte)





_0_% of students Not Meeting Expectations

Analysis: Application of Results/Action Plan for Improvement: Faculty member non longer employed at SUNY Potsdam DANC 114 Beginninng Kripalu-style Yoga (Borsh) Results: 23 total students





Analysis: Application of Results/Action Plan for Improvement I feel this is one of the more successful of the courses I teach in my rotation. This course, which investigates not only the physical but some of the philosophical underpinnings of Hatha Yoga. I feel the material is very tightly organized across the semester. The content is accessible yet informative, the active practice of yoga being the focus of the course. Students are also required to learn some basic Sanskrit words, primary terms describing various practices, concepts, postures, etc. Occasionally a student will be resistant to learning but most of the students appreciate the background information. DANC/DRAM 120 Performance Explorations (Bouchard)

Results: 7 students total _57_% of students Exceeding Expectations


_29% of students Approaching Expectations


Analysis: Application of Results/Action Plan for Improvement Faculty member currently on sabbatical leave.

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DANC 195 Beginning Urban Flow (Olasokan)






Analysis: Application of Results/Action Plan for Improvement Faculty member no longer employed at SUNY Potsdam

DANC 211 Dance Improvisation (Collen)

Results: 25 total students _36_% of students Exceeding Expectations



_8__% of students Not Meeting Expectations

Analysis: Application of Results/Action Plan for Improvement Overall, this class has been able to bring dancers’ performance ability forward—technique skill is not an objective of the course. I will continue to challenge students with improvisational problems and explorations. DANC 221 Modern Dance I (Collen)






Analysis: Application of Results/Action Plan for Improvement The dance program population is growing with 2 distinct populations—some students enter our program with excellent dance training and are able to meet their collegiate training head-on; other students are enthusiastic about the idea of studying dance in college, who have little to no previous formal dance training. As long as we are a non-audition program we will have a substantial number of students who are unable to meet expectations for this learning goal until they have been in the program a number of years. I will simply continue to work with the variety of levels we have to the best of my ability.

DANC 222 Modern Dance I (DelMonte)






Analysis: Application of Results/Action Plan for Improvement Faculty member non longer employed at SUNY Potsdam

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DANC 234 Intermediate Ballet (DelMonte)



_8 _% of students Approaching Expectations


Analysis: Application of Results/Action Plan for Improvement Faculty member non longer employed at SUNY Potsdam DANC 235 Intermediate Ballet (DelMonte)





Analysis: Application of Results/Action Plan for Improvement Faculty member non longer employed at SUNY Potsdam DANC 309/310 Performance and Production (Borsh, e.g.)





Analysis: Application of Results/Action Plan for Improvement DANC 309/310 Performance and Production, is a credit-bearing course acknowledging the extensive time and work students engage in when preparing for semi-formal and formal concert performances. When working with student choreographers, P&P students provide the instructor of record feedback regarding the individual performer’s work throughout the semester-long project. This information, along with the faculty member’s observations, is used to determine the final grade. Grading is based on the students’ full and regular participation during the rehearsal period and the performance week. The instructor of record for these two courses shifts according to assignment and teaching load. Both courses have functioned quite effectively for many years and are not in need of changes.

DANC 311 Dance Composition I (DelMonte)






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DANC 312 Dance Composition I I (Collen)





Analysis: Application of Results/Action Plan for Improvement Students’ performance ability was inspired by their study of professional choreographers’ creative processes. I will continue to shape the course around the study of choreographers’ processes and students’ investigations of these processes on their own terms—finding their own voice within certain parameters. Between the last 2 semesters I have taught this course, I required fewer graded studies and, instead, engaged in more in-class explorations. This allowed students to dig more deeply into each study. This was a more successful approach.

DANC 319 Movement Theory and Notation (Collen)




_5 _% of students Not Meeting Expectations

Analysis: Application of Results/Action Plan for Improvement Due to a combination the particular group of students in the course and the fact that Zoe Walders was an excellent TA, students have commented to me, numerous times, how much they continue to value and use what they learned in the course. For the third time I see how difficult it is for transfer students to take this course because they have not been exposed to (nor bought into) a way of theoretical/practical engagement that we value in the dance program. I do not see a remedy for this. A few students commented on the enormous amount of work and content. It’s true that there is a lot to cover, and that I value covering. I will continue to reflect on if the amount of material we cover is appropriate. Half the class found the textbook very useful. I agree with those who commented on the difficulty with the material we discussed in class not all being in the book. I supplemented the text with numerous handouts which I will continue to do; I am always practicing clearer ways to describe the theory of LMA. I will look at The Moving Researcher by Ciane Fernandes as a possible text for the future. I will definitely continue with the Me-Dance/Not-Me-Dance Project. And I will take the students’ suggestions that we begin this at the beginning of the semester. I will continue with the take-home quizzes. Total memorization of the material is not necessary to fully use it at a basic level. My goal with the quizzes is to force students to study and apply the material—potentially in the company of classmates.

DANC 321 Modern Dance II (Borsh)

Results: _63_% of students Exceeding Expectations




Analysis: Application of Results/Action Plan for Improvement

As an instructor of dance technique it is my responsibility to ascertain the individual dancer’s abilities and willingness to attempt the material as well as her skill level, both as an individual and in reference to the rest of the class. Physical limitations and previous experience must be taken into consideration when assessing the individual. While the numbers give some indication of the achievements of the class as a whole, they do not provide an

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adequate reflection of each individual student. A student with a great deal of experience, technically capable but operating at 30% of her potential will score more poorly than a student with technical limitations but working at 90%. Therefore, in my opinion, the notion of applying an “action plan for improvement” covering an entire class of dancers with highly varying technical abilities is an invalid consideration. However, it should be noted that some of the grading criteria is based on written assignments covering adjunct studies based in Bartenieff Fundamentals. While I feel it is important that the students take ownership of and responsibility for completing assignments in a timely fashion, there is room for improvement in my efforts to remind them of that responsibility more frequently. There may also be room for more peer-based feedback in this class. While I have been gradually experimenting with and adding in to each class session, opportunities for students to do just that, I may consider other ways of extending this process.

DANC 322 Modern Dance II (Collen)





Analysis: Application of Results/Action Plan for Improvement The dance program population is growing with 2 distinct populations—some students enter our program with excellent dance training and are able to meet their collegiate training head-on; other students are enthusiastic about the idea of studying dance in college, who have little to no previous formal dance training. As long as we are a non-audition program we will have a substantial number of students who are unable to meet expectations for this learning goal until they have been in the program a number of years. I will simply continue to work with the variety of levels we have to the best of my ability.

DANC 390 Spec: Prob: Dance Composition (Collen)





Students evaluated me positively on my ability to communicate the materials for the course, stimulate meaningful discussion, my openness to questions and expressions of opinion, and being accessible outside of class. Most students felt that I gave ample feedback that was insightful and helpful. A few students wanted more of my input. 95% of the students increased their interest in choreography or else their interest remained high. The course achieved its learning goals. Since the last time I taught the course I have brought in the expertise of Julie Dold and her knowledge of the StrengthsQuest assessment. Choreographers were able to learn about their leadership/working styles. They have noted how useful this information is in their working processes. In 2015 we explored numerous ways of offering feedback and some students felt I created parameters that were too restrictive. Students, however, commented that they appreciated learning how to give feedback. Therefore, this semester I devised a more open feedback process, but with important parameters. It has worked well. This semester (2016) I set a date for each choreographer’s dance work’s “acceptance” into the concert—a time at which the dance needs to be complete or else it will be moved to the informal concert. This will hopefully push students to work more diligently.

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DANC 422 Modern Dance III` (Borsh)






Analysis: Application of Results/Action Plan for Improvement For this course, a modern dance techniques class which I’ve regularly taught for several years, I have been introducing elements of hatha yoga as part of the dancers’ regular training. One of the emphases of our entire program is the introduction of somatic studies throughout our techniques curriculum. As Hatha Yoga is a primary inroad to this study, it is an ideal adjunct form to introduce at this level of the dancers’ development as they have already acquired background through the earlier techniques courses. In addition to introducing a series of postures of particular benefit to a dancer’s practice, students work with a text that approaches yoga from an anatomical viewpoint, illustrating appropriate musculo-skeletal structures. To reinforce the learning process, students are required to explore and write brief reflective essays teach two postures as a final. This activity includes giving an appropriate warm-up as a preparation, leading the class into each posture, and then leading them out. Admittedly, this material has been covered with varying degrees of success. Because this class meets simultaneously with DANC 442, trying to cover material for both class group can be challenging. I problem I had with teaching the spring 2016 class was being able to adequately prepare the students for their final projects. For the next round, I will try to provide opportunities for the students to begin teaching postures, first working with partners earlier in the semester and then working with the rest of the class as possible.

DANC 442 Modern Dance IV (Borsh)






Analysis: Application of Results/Action Plan for Improvement At this point, it is expected that students registered for this course are at a high degree of technical competence, having come to a more advanced awareness of movement, phrasing, technical demands, vocabulary, performance quality, etc. Students begin to embellish the basic phrasing as taught, introducing improvisational material. Advanced students are also called upon to demonstrate as appropriate. Adjunct material is designed primarily to be an in-depth investigation into a specific individual who has contributed to or otherwise had an impact on the development of dance. Final is a public presentation of research via informative speech, presented to peers and DANC 422 class. Achieving this component was difficult, so much so that as the semester’s schedule got away from me, the students were not prepared to engage in the project. I believe in the value of this exercise for our students and regret my inability to provide a satisfactory closure to those students’ final experience. To be more successful, I will need to better organize the semester’s schedule.

DANC 494 Spec: Prob: Senior Project (DelMonte)



_17 % of students Approaching Expectations


Analysis:

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Application of Results/Action Plan for Improvement Faculty member non longer employed at SUNY Potsdam

Drama Programs Assessment Data Summary – Results and Analyses

Courses Fulfilling Learning Outcome #1 Students will demonstrate an understanding of the historical development of Western Theatre as a discipline.

DRAM 101 Intro to Performance Studies DRAM 120 Performance Explorations DRAM 210 Play Interpretation and Analysis DRAM 251 Foundations of Design DRAM 302 Directing I DRAM 403 Directing II DRAM 312/313 History of Theatre I&II DRAM 414 20th Century British Theatre DRAM 331 Costume Design DRAM 439 Comedy and Comic Styles

DRAM 441 Pivotal Playwrights Courses Fulfilling Learning Outcome #2 Students will demonstrate the knowledge of safe technical theatre practices and an understanding of design elements and principles as they apply to conceptual design for the theatre. DRAM 206 Fundamentals of Technical Theatre DRAM 210/211 Performance and Production DRAM 223 Costume Construction DRAM 244 Stage Management DRAM 251 Foundations of Design DRAM 295 Introduction to Audio Recording* DRAM 331 Costume Design DANC/DRAM 335 Lighting Design for the Stage

Courses Fulfilling Learning Outcome #3 Students will demonstrate the ability to effectively and individually analyze and interpret dramatic literature DRAM 101 Introduction to Performance Studies DRAM 210 Play Interpretations and Analysis DRAM 302 Directing I DRAM 312/313 Theatre History I/II DRAM 331 Costume Design DRAM 395 Devised Theatre DRAM 403 Directing II DRAM 441 Pivotal Playwrights Courses Fulfilling Learning Outcome #4 Students will demonstrate in studio classes and staged performances a sound foundation of performance-related abilities, utilizing classical and contemporary techniques of acting.

DRAM 110 Alexander Technique DRAM 120 Performance Explorations DRAM 210/211 Introduction to Acting DRAM 336 Scene Study and Realism DRAM 337 Shakespeare and Verse** DRAM 338 Audition Techniques DRAM 439 Comedy and Comic Styles DRAM 440 Acting Ensemble Notes: * This course has been offered once before and will be added to the college catalogue 9/17. ** This course is part of the actor training sequence but is offered every other year.

DRAM 101 Intro to Performance Studies (Pecora)




_5_% of students Not Meeting Expectation

Analysis: see above comments

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DRAM 110 Alexander Technique (Robinson)

Results: __75_% of students Exceeding Expectations

__15_% of students Meeting Expectations

___0_% of students Approaching Expectations

__10_% of students Not Meeting Expectations

Analysis: Application of Results/Action Plan for Improvement Instructor is an adjunct staff member and has not been asked to respond.

DRAM(DANC) 120 Performance Explorations (Bouchard)

Results: 24 total students __65_% of students Exceeding Expectations



___0_% of students Not Meeting Expectations


DRAM 206 Fundamentals of Technical Theatre (fall) (Canedy)



_____% of students Approaching Expectations


Analysis: As a professor in the technical and design side in the Department of Theatre and Dance, it is my responsibility to create a curriculum that is dynamic for the student. A successful program must be challenging, thought-provoking and most of all safe. Our courses’ success begins with the attendance policies; demanding the young theatre student to be accountable to the oneself, to their peers and to their professors. Once present, the student is provided with the scaffolding to learn the process of the technical/design arts. Process is defined by: an introduction to, development of and applied knowledge of one’s craft. The student begins with the introduction to the vocabulary associated with the performing arts. This allows the student to clearly communicate with their peers in the field. Assessment of their articulation of technical/design vocabulary is reinforced in all levels of their course demands from the 200 lower level course to the upper division Senior Projects. As a result of this reinforcement, the student can clearly communicate their needs with their collaborators. The next step is developing the skill sets involved in a production season: beginning with classroom exercises and laboratory applications. These experiences are then translated and applied to the stage. This applied learning is a real world application and results in an individual who can properly assess their task at hand and problem-solve the situation while collaborating with their fellow artists. When the student has reached a level of understanding of their field of choice, the student is then further challenged to demonstrate their working knowledge in their field. This is takes shape in a capstone experience or internship. The capstone/internship experiences are successful on numerous levels; first it is an extremely useful tools in assessing one’s development in a tangible platform. Second, in the case of an internship it creates a network of contacts that will assist the student in the next step of their journey after they leave the program. Third the student develops the confidence in themselves to take the next step in their journey. Application of Results/Action Plan for Improvement A successful department should constantly be reviewing and reassessing their program every few years. While comparing data from their own department’s history a department should also compare their curriculum to other programs. Assessment is a tool in which to ask questions: What are we teaching? Are we actually teaching this or is this a

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misperception? Are these courses affective, out of date? If a department/individual is comfortable with being honest with themselves then assessment can be an extremely useful tool. Are we successful as a department: “Yes and No.” The majority of the students in the program are finding success as indicted by the percentages, however the students can be more successful. Our department has been morphing and changing at a rapid pace, our department is struggling with resources to meet the high expectations associated with this department. While the building has created wonderful opportunities to achieve some of the learning outcomes and skill sets for our students; the lack of personal to staff the classroom, shops and theatres are a constant challenge. Reduction in budget directly affects a technically driven curriculum like ours. As we assess our program we are able to see the strengths and weaknesses of our program we will make the improvements and continue to grow for the students.

DRAM 206 Fundamentals of Technical Theatre (spring) (Canedy)



__19_% of students Approaching Expectations


Analysis: Application of Results/Action Plan for Improvement See comments for DRAM 206 (fall)

DRAM 210 Interpretation and Analysis (fall) (Pecora)





Analysis: In examining the records of students who did not meet expectations the majority of them had multiple absences

or were late multiple times. Only two of those not meeting expectations had good attendance. In those cases the students scored low on the exams and did not turn in any of their independent assignments. Generally students who do not meet expectations are ones who do not attend class regularly or who are usually late to class.

Application of Results/Action Plan for ImprovementThe assessments used for DRAM 210 were effective for

understanding student outcomes in objective 3, students will demonstrate the ability to effectively and individually analyze and interpret dramatic literature. Two papers were written that specifically asked students to analyze and interpret dramatic literature performed live. Furthermore, students had to create a dramaturgical case book studying one piece of dramatic literature in depth. For this project they had to write an analytical paper and conduct dramaturgical research including contextualizing historical content in the play they studied, creating educational materials and lobby display. 1) E-mail each student when they reach 3 absences. 2) Conduct a mid-term evaluation form providing students with a status report.

DRAM 210 Interpretation and Analysis (spring) (Oakes)




__7_% of students Not Meeting ExpectationsAnalysis: Application of Results/Action Plan for Improvement Faculty member non longer employed at SUNY Potsdam

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DRAM 223 Costume Construction (Sussman)





Analysis: This is the first time that I have taught this course, it is far outside of my area of interest and outside of my field of study. Looking at textbook and the syllabi of others in this field I do believe that the assessment is effective at capturing the student’s performance. If I am asked to continue teaching this course the only way that I have to improve is to either get significant training or to depend on the information that I can get from others who do have a background in teaching these skills to explore ways in which they asses their students.

Application of Results/Action Plan for Improvement If I am asked to continue teaching this course the only way that I have to improve is to either get significant training or to depend on the information that I can get from others who do have a background in teaching these skills to explore ways in which they assess their students.

DRAM 235 Introduction to Acting (fall) (Bouchard)


___0_% of students Meeting Expectations




DRAM 235 Introduction to Acting (spring) (Bouchard)





Analysis: Application of Results/Action Plan for Improvement Faculty member currently on sabbatical leave. DRAM 244 Stage Management (Bouchard)





Analysis: Application of Results/Action Plan for Improvement Faculty member currently on sabbatical leave and unable to respond

DRAM 251 Foundations of Design (fall) (Canedy)





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Analysis: See comments for DRAM 206 (fall) Application of Results/Action Plan for Improvement See comments for DRAM 206 (fall) DRAM 251 Foundations of Design (spring) (Canedy)





Analysis: See comments for DRAM 206 (fall) Application of Results/Action Plan for Improvement See comments for DRAM 206 (fall) DRAM 295 Introduction to Audio Recording (Dean) Results: 15 total students

__41_% of students Exceeding Expectations




Analysis: Application of Results/Action Plan for Improvement As an adjunct, Doyle Dean was not asked to do an analysis. One area that has needed attention and was only recently taken care of, is the availability of enough workstations with updated sound processing software. This was an issue during the fall ’15 semester and continued into the fall ’16 semester. However, the students in both cases have been led to successes regardless of some problems along the way.

DRAM 302 Directing I (Mandigo)






DRAM 312 History of Theatre 1 (Sussman)





Analysis: The assessment used fairly measures the student’s achievement of learning outcome. They allow students to directly apply knowledge learned in the class and in independent research Application of Results/Action Plan for Improvement I have come to understand that I need to spend more in-class time discussing how to do effective research and how structure a cogent argument in written form. I have been working on creating a full lecture on writing and I am providing a more comprehensive rubric for written work. I am out of my element teaching this course as theatre History is not my area of expertise I will continue to do personal research, reading, and gain experience by attending live performances of Historic works.

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DRAM 313 History of Theatre 2 (Sussman)





Analysis: Application of Results/Action Plan for Improvement See comments for DRAM 312.

DRAM 331 Costume Design (Sussman)





Analysis: I think that the assessments are effective in capturing how students are performing the outcomes, they gain experience analyzing and interpreting plays though visual design based on researched written projects. Students also demonstrate an understanding of costume design through developing a sense of theatrical style and develop skills in verbal and visual presentation. Application of Results/Action Plan for Improvement None

DANC/DRAM 335 Lighting Design for the Stage (Borsh)





Analysis: Application of Results/Action Plan for Improvement In this course, mostly inexperienced students were taught the basics of Lighting Design, primarily for dance and legitimate theatre. All the students lit either a 1-act play or an 8-10 minute dance piece, both requiring on average the same relative number of cues and shifts. While I thought the students were for the most part very successful in the design aspects of the course, the major “hole” in their training was their knowledge of and ability to manipulate the actual equipment needed to realize their designs. When I first taught this course about 12 years ago, the technology we were working with, basic and very mid-20th century, was adequate and we could easily address most of the equipment the students were working with. The technological jump which we’ve encountered since our move into a new facility, has led me to believe that an introductory course just dealing with the technology is now needed to fully prepare our students to work with the computerized digital control systems, LED and other “smart” lighting fixtures, moving lights, video projections and the various digital interface software now being utilized. Just such a course is being designed for the spring 2017 semester.

DRAM 336 Scene Study and Realism (Mandigo)

Results: 15 total students

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DRAM 336 Audition Techniques (Mandigo)





Analysis: Application of Results/Action Plan for Improvement Faculty member non longer employed at SUNY Potsdam. DRAM 351 Design with Computer Models (Canedy)





Analysis: See comments for DRAM 206 (fall) Application of Results/Action Plan for Improvement See comments for DRAM 206 (fall)

DRAM 395 Devised Theatre (Bennett)





Analysis: Application of Results/Action Plan for Improvement Dr. John Bennett, instructor, was the 2016 NEH scholar-in-residence for the spring 2016 semester. He is no longer in

residence at the college.

DRAM 261/361 Methods of Teaching (Theatre Education fall/spring) Fuller





Analysis: Application of Results/Action Plan for Improvement Ms. Fuller is an adjunct instructor who was excused from responding for this report.

DRAM 395 Senior Project Preparation (Sussman)


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Analysis: This is the second time that I have taught this course and I think that I might have been a bit ambitious in the amount of assignments.

Application of Results/Action Plan for Improvement I think in future I might scale the amount of work back and provide more time for each of the individual projects. I would also like to make sure that there is enough emphasis on writing the senior project plan and allowing students time to get feedback so that they can rewrite their proposals.

DRAM 403 Directing II (Bouchard) Results: 5 total students





Analysis: Application of Results/Action Plan for Improvement Faculty member currently on sabbatical leave and unable to respond.

DRAM 414 20th Century British Theatre (Bennett) Results: 30 total students





Analysis: Application of Results/Action Plan for Improvement Dr. John Bennett, instructor, was the 2016 NEH scholar-in-residence for the spring 2016 semester. He is no longer in

residence at the college.

DRAM 439 Comedy and Comic Styles (Bouchard)

Results: 17 total __94_% of students Exceeding Expectations





DRAM 440 Acting Ensemble (Mandigo)

Results: 5 _100_% of students Exceeding Expectations




Analysis: Application of Results/Action Plan for Improvement: Instructor is no longer employed by the college.

DRAM 441 Pivotal Playwrights (Bouchard)

Results:

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Application of Results/Action Plan for Improving Student Achievement (Did you find the assessment(s) used effectively captured how students were performing in the above outcome? How have the assessment results been used to improve teaching and learning? How will the results be used to improve student achievement of the outcome listed above?)

Summary of Action Plans for upcoming Academic Year _2017-2018_

1. Individual Faculty will implement plans for improvement on an individual and as needed basis.

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