Students will have
A. The ability to discuss and interpret global, cultural and historical dramatic literature and theatre practices.
B. The ability to think critically and analyze technical practices and vocabulary relating to acting, voice and performance theory.
C. Will demonstrate knowledge and experience in the practice and art of scenic and lighting costume design and production for the theatre.
2. List of Student Learning Outcomes (SLOs) for this Degree/Certificate Program A.1. The student will be able to read and analyze historical and contemporary text, scripts and other relevant documents pertaining to theatre.
A. 2. The student will be able to demonstrate through a paper or a realized project an understanding of dramatic literature and practices.
A.3. Students will demonstrate acting skills at the collegiate level gained through discussion and performance of dramatic literature
B.1. The student will develop skills in peer critique in both student and professional projects. B.2. The student will utilize appropriate technical practices in vocabulary, acting and
performance theory in the context of both the classroom and performance setting.
C.1. The student will apply knowledge about scenic, lighting, costume design and production in both classroom projects and realized performances.
* Academic Program of Study is defined as an approved course of study leading to a certificate or degree reflected
on a UNM transcript. A graduate-level program of study typically includes a capstone experience (e.g. thesis, dissertation, professional paper or project, comprehensive exam, etc.).
72 E. Assessment of Student Learning Three-Year Plan
All programs are expected to measure some outcomes annually and to measure all priority program outcomes at least once over two consecutive three-year review cycles. Describe below the plan for the next three years of assessment of program-level student learning outcomes.
1. Student Learning Outcomes
[Insert at least 2-5 priority learning outcomes that will be assessed by the unit over the next three years. Each unit will select which of its learning outcomes to assess.] Relationship to UNM Student Learning Goals (insert the program SLOs and check all that apply):
University of New Mexico Student Learning Goals
Program SLOs Knowledge Skills Responsibility Program SLO is conceptually different from university goals. [alpha.#] [SLO text]
[e.g., A.1 The student will be able to communicate effectively in writing.]
A.1. X X A.2. X X X A.3. X X X B.1. X X X B.2. X X X C.1. X X X
2. How will learning outcomes be assessed? A. What:
i. For each SLO, briefly describe the means of assessment, i.e., what samples of evidence of learning will be gathered or measures used to assess students’ accomplishment of the learning outcomes in the three- year plan?
ii. Indicate whether each measure is direct or indirect. If you are unsure, then write “Unsure of measurement type.” There is an expectation that at least half of the
assessment methods/measures will be direct measures of student learning. [See http://www.unm.edu/~assess/ToolsAndTemplates.html]
iii. Briefly describe the criteria for success related to each direct or indirect means of assessment. What is the program’s performance target (e.g., is an “acceptable or better” performance by 60% of students on a given measure acceptable to the program faculty)? If scoring rubrics are used to define qualitative criteria and measure performance, attach them to the plan as they are available.
73 B. Who: State explicitly whether the program’s assessment will include evidence from
all students in the program or a sample. Address the validity of any proposed sample of students.
SLO A1. The student will be able to read and analyze historical and contemporary text, scripts and other relevant documents pertaining to theatre.
i. Written assignments, tests, and hands-on labs will be assessed in the individual
students theatre emphasis courses. Secondary review of comprehensive exams embedded in Theatre History 1 and 2.
ii. Direct
iii. 100% at a grade of C or better with a rubric under development. Who: All students in the Theatre B.A. emphasis.
SLO A2. The student will be able to demonstrate through a paper or a realized project an understanding of dramatic literature and practices.
i. Written assignments, tests, and hands-on labs will be assessed in the individual
students theatre emphasis courses. Secondary review of comprehensive exams embedded in Theatre History 1 and 2.
ii. Direct
iii. 100% at a grade of C or better with a rubric under development. Who: All students in the Theatre B.A. emphasis.
SLO A3. Students will demonstrate acting skills at the collegiate level gained through discussion and performance of dramatic literature.
i. Written assignments, tests, and hands-on labs will be assessed in the individual
students theatre emphasis courses. Secondary review of papers embedded within Theatre Theories and Topics in History and criticism.
ii. Direct
iii. 100% at a grade of C or better with a rubric under development. Who: All students in the Theatre B.A. emphasis.
SLO B1. The student will develop skills in peer critique in both student and professional projects.
i. Written assignments, tests, and hands-on labs will be assessed in the individual
students theatre emphasis courses. Secondary review of papers embedded within Theatre Theories and Topics in History and criticism. Observation of classes by faculty and outside evaluators or guest artists. Secondary review of videotaped scenes from Acting I. Secondary review of quizzes embedded within Acting I. Secondary review of quizzes embedded within Voice and Movement I. Secondary review of journals embedded within Voice and Movement I.
ii. Direct
74 Who: All students in the Theatre B.A. emphasis.
SLO B2. The student will apply knowledge about scenic, lighting, costume design and production in both classroom projects and realized performances.
i. Written assignments, tests, and hands-on labs will be assessed in the individual
students theatre emphasis courses. Secondary review of projects submitted within design courses. Presentations of work viewed by Theatre faculty, Design faculty and outside evaluators or guest artists.
ii. Direct
iii. 100% at a grade of C or better with a rubric under development. Who: All students in the Theatre B.A. emphasis.
SLO C1. The ability to think critically and analyze technical practices and vocabulary relating to acting, voice and performance theory.
i. Written assignments, tests, and hands-on labs will be assessed in the individual students theatre emphasis courses. Observation of classes by faculty and outside
evaluators or guest artists. Secondary review of videotaped scenes from Acting I and II. Secondary review of quizzes embedded within Acting I and II Secondary review of quizzes embedded within Voice and Movement I and II. Secondary review of journals embedded within Voice and Movement I and II.
ii. Direct
iii. 100% at a grade of C or better with a rubric under development. Who: All students in the Theatre B.A. emphasis.
3. When will learning outcomes be assessed? When and in what forum will the results of the assessment be discussed?
[Briefly describe the timeframe over which your unit will conduct the assessment of learning outcomes selected for the three-year plan. For example, provide a layout of the semesters or years (e.g., 2008-2009, 2009-20010, and 2010-2011), list which outcomes will be assessed, and which semester/year the results will be discussed and used to improve student learning (e.g., discussed with program faculty, interdepartmental faculty, advisory boards, students, etc.)]
Assessed Discussed/Changes A.1. Spring 2014 Fall 2014
A.2. Spring 2014 Fall 2014 A.3. Spring 2014 Fall 2014 B.1. Spring 2014 Fall 2014 B.2. Spring 2014 Fall 2014 C.1. Spring 2014 Fall 2014
75 4. What is the unit’s process to analyze/interpret assessment data and use results to
improve student learning? Briefly describe:
1. who will participate in the assessment process (the gathering of evidence, the analysis/interpretation, recommendations).
2. the process for consideration of the implications of assessment for change: a. to assessment mechanisms themselves,
b. to curriculum design, c. to pedagogy
…in the interest of improving student learning.
3. How, when, and to whom will recommendations be communicated?
1. Who: Head of Theatre – Bill Walters
Additional Design for Performance faculty teaching core courses- Joe Alberti, Greg Moss.
2. Process:
At this juncture all three aspects will be examined in the interest of improving student learning.
3. How, when and to whom communicated:
Bill Walters, Head of Theatre will lead and coordinate with other Theatre faculty members in achieving recommendations.
A. College, Department and Date