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Department of Theatre and Dance
Department of Theatre and Dance
Graduate Outcomes Assessment Report
AY 2000-2001 and 2001-2002
In August 2000, Director of Graduate Studies Jim Symons submitted a report to
Graduate School Deans Lynch and Taylor summarizing the department's graduate
student exit surveys. This report by Chair Oliver Gerland covers the period
between Fall 2000 and Spring 2002. It includes an analysis of the exit surveys
as well as information about other assessment means.
OUTCOMES ASSESSMENT PLAN
Diagnostic Examinations
Dance MFA students take a three hour diagnostic exam before the beginning of
their first semester; this exam is reviewed by the student's faculty advisor who
discusses the results with the student. Completion of the MFA degree requires a
written examination that includes questions not answered correctly on the
diagnostic. Theatre MA and PhD students also take three hour diagnostic
examinations before the start of their first semester (different tests for
students in the different programs). These are reviewed by faculty advisors who
meet with individual students to discuss the results. In order to complete their
degree, MA students take an examination covering their coursework and the
diagnostic. The comprehensive examination taken by PhD students (in the third
year of the program) typically includes questions missed on the diagnostic.
Exit Interviews and Exit Surveys
All students (theatre and dance, undergraduate and graduate) are encouraged
to meet with the Chair or Associate Chairs for exit interviews during which they
respond to a standard set of questions about their academic and production
experiences. In addition, graduate students complete a three page written survey
in which they evaluate their experience within the department. (A similar survey
is completed and sent to the Graduate School). The Chair and Associate Chairs
(for Undergraduate and Graduate Studies) annually review these exit interviews
and exit surveys.
OUTCOMES ASSESSMENT RESULTS
Diagnostic Examinations
Diagnostic exams are used by faculty to determine if graduate students
require remedial (undergraduate) classes. No graduate students during the period
in question were required to attend remedial classes, though several were
encouraged to do so. The faculty believes that the final exams taken by master's
students and the comprehensive exams taken by doctoral students are adequate--in
the PhD case, exhaustive--complements to the diagnostic.
Exit Interviews and Exit Surveys
From Fall 2000 to Spring 2002, the department graduated 7 theatre MA
students, 7 dance MFA students and 12 theatre PhD students. We have exit
interviews from 1 theatre MA, 4 dance MFAs and 3 theatre PhDs (an average
response rate of 30%). In addition, we have graduate exit surveys from 9
graduates (not identified by degree program) for an average response rate of
35%.
Several important curricular changes have been made during the 2000-02
period, in part in response to concerns expressed in these and earlier exit
interviews and surveys:
- Dance graduates expressed concern about the "Music for Dancers"
curriculum which they felt to be redundant and poorly taught. The dance
faculty has restructured the curriculum and hired a new faculty member to
teach the courses.
- Theatre and Dance students alike would like to see more interaction
between the two divisions. Increased theatre and dance cooperation was
called for in the most recent PRP report, and the exit interviews
underscore the importance of this goal. Recent curriculum responses
include the development of a graduate-level course called "Design for
Dancers" co-taught by theatre costume design faculty member Janice Benning
and dance faculty members David Capps and Bob Shannon. This course was
first taught Fall 2001 with theatre and dance graduate students enrolled.
- Exit surveys point to the need for increased technological support and
training. The dance division has developed a new course taught by a
regular faculty member entitled "Performance Media Technology" to address
this concern.
- Theatre graduate students especially wish there could be more
production opportunities, particularly as directors. Lack of supervised
production opportunities is a problem the faculty (theatre and dance
alike) continues to struggle to solve in an era of shrinking resources.
Other Outcomes Assessment Tools
Placement of graduates is perhaps the most important measure of our graduate
programs' effectiveness. Since 1997, 23 PhDs have graduated from the theatre
doctoral program. Of these, 15 have gone on to full-time academic appointments:
a 65% placement rate. Others are working part-time in academe and/or with
theatre production companies. MFA dance graduates over the same time period
(1997-2002) hold a variety of positions, reflecting the diversity of
professional pathways available in the field. Six MFA graduates have gone into
full-time academic positions and others hold part-time teaching positions in
universities and colleges. Others have gone on to found or join professional
dance companies. Several others are in full-time practice as body therapists
(i.e. teaching/practicing systems of movement like Pilates or the Alexander
Technique).
OUTCOMES ASSESSMENT FUTURE
It is clear that the department must do a better job of securing graduate
student assessments of the program, either through exit interviews or exit
surveys. These are an excellent way to glean student concerns but the response
rate of 30% to 35% must be improved. As well, there are specific concerns voiced
by graduates that have not been addressed by recent curricular changes. For
example, some feel ill-prepared to enter the professional and academic worlds,
identifying the need for a "professional orientation" course in which
grant-writing (among other things) would be taught. The department is exploring
the possibility of an MA/MBA degree in Theatre Management which may help to
address this concern. Finally, the faculty believes that the rigorous
comprehensive/ final examination system currently in place ensures that
graduates gain knowledge about the history, theory and practice of their
respective fields appropriate for entry-level academic positions.
Index of unit summaries
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