Annual InStructional unit plan



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  1. Please indicate your 2013-14 unit goals and/or strategies. You may insert relevant information from your CIPR Targets Addendum and/or your CIPR. Please include the needed support on the resource request forms along with the supporting rationale.



A. In the Comprehensive Instructional Program Review (CIPR) Targets Addendum, your discipline is developing strategies to improve or maintain students’ levels of achievement in course retention, course success, persistence, and program completion. What goals and/or strategies has your discipline set to improve student achievement for the academic year 2013-14?


  • Increasing awareness of open access enrollment to all adults through outreach to underrepresented groups and through increased marketing of all aspects of the college. The department has a policy of open auditions for all its productions and routinely places audition notices in local papers and on theatre websites to encourage all community members to audition and participate in classes.

  • Expanding basic skills options and integrating basic skills development into the general curriculum through: learning communities, paired courses, supplemental instruction, scheduling patterns to support success, and by providing modes of instruction that support student learning preferences. The department continually pairs with different disciplines to promote integrated skills development. In addition, we offer opportunities for supplemental learning experiences through play attendance, special guest instructors, and special skill set learning opportunities.

  • Increasing transfer awareness, transfer readiness, and transfer rates. The department actively promotes student transfer to four year institutions and has good working relationships with many of our primary feeder schools. In addition, our curriculum is patterned off our feeder school’s curriculum which allows our students high success in transferring course work. The implementation of the SB1440 Theatre degree next year will help define and measure our student transfer rate.

  • Maintaining and strengthening existing ties with community-based organizations while developing new productive relationships. The department has extensive ties to many community organizations in the local art scene and encourages participation for the students in the department.

  • Responding to the needs of the area for social, cultural, and political programs. The department strives to serve the community by providing performance and class opportunities that reflect the social, cultural and political makeup of the community.


The Theatre discipline has discussed various activities for the 2012/2013 academic year.




Collaboration with Other Units

As a discipline that is inherently collaborative, it is necessary to regularly examine areas which require ongoing maintenance. In a constantly developing and changing medium such as theatre arts, and other vocations closely related to it, our goal as a discipline is to remain abreast of specialized trends and techniques that will enable our students to succeed in the industry.




  • In an effort to better serve the student population, the Theatre Discipline continues to work with various district disciplines and entities:

Dance

Music


Film Television and Video (formerly Telecomm)

Performance Riverside

Coil School of the Arts


  • Assessment of the various collaboration efforts has been positive and effective in most cases for the students, by allowing them insight into other disciplines as well as the transference and application of their education in the arts.

The Musical Theatre Program works closely with the Music Department, and participates in annual Homecoming events with both Dance and Music Departments. The discipline has also created a partnership with the Telecommunications Department to collaborate on projects, and jointly created a class titled Acting for the Camera.


Outreach

Recognizing that the study of Theatre provides an important foundation of communication for students in all areas of their education in the arts, the Theatre Department continues to move beyond the boundaries of the college and into the surrounding community.




  • The Off Broadway Play Series serves the local community and reaches approximately 3,000 audience members per season. In addition, the series provides local high school theatre students the opportunity to observe what the discipline has to offer, and thereby serving as an excellent recruitment tool. The discipline also provides many opportunities for students to perform at various school functions, (i.e. Homecoming, Outreach, and A.S.R.C.C).

  • The department works closely with local High Schools and other community groups by attracting both student participants and audience members.

For disciplines such as Theatre Arts, the topic of "outreach" and how it is approached is a vital component to the success of the program. Because Theatre Arts is automatically involved in inviting the community at large onto the campus through audience attendance, the discipline constantly strives to make the theatre experience for every audience member, a positive one. Word-of-mouth and reputation boost this aspect of our growing programs. In addition, direct contact with the leaders of high school and community theatre programs has been and continues to be a major part of the discipline’s mission. In addition, outside affiliations including the Kennedy Centers American College Theatre Festival, and the Southern California Theatre Association, assist the discipline in asserting its presence in the theatre community at large.





  1. In addition to completion, the college has identified improving student-faculty interaction as a priority. What goals and/or strategies has your discipline set to improve faculty-student interaction for the academic year 2013-14?

The Theatre consistently has faculty student interaction in all acting and performance based courses.

  • Since we are changing most of our online classes to face to face this will increase the student-faculty interaction both in and out of class. Increasing the capture rate and the college-going rate of high school students by building stronger collaborations with K-12 feeder schools. The department used to actively recruit high school students into the program through our highly successful summer conservatory program which allowed students in the K-12 system an opportunity to perform in a production at the college level. However since its demise we are discussing alternative ways to promote our productions to local high schools as a recruitment tool.



  1. Are there other goals aligned to college goals your discipline is pursuing in 2013-14?

Integral to the academic foundation of students’ education at Riverside Community College District are the institutional mission, vision and goals. The instructional philosophy of Theatre as a discipline is in harmony with the Districts Mission Statement:


“…prepare students for intellectual and cultural awareness, critical and independent thought enhancing the quality of life and internal harmony of the communities we serve.”
Theatre continues to be an elective discipline that is fundamental to a solid liberal arts education; however it continues to align itself with the institutional mission, vision, and strategic goals by offering an array of classes and resources to meet the needs of our students. The Theatre Discipline offers courses that:


  1. Meet the general education requirements for both the Associate of Arts and Transfer student.

  2. Provide survey and understanding of the fundamentals of the art form and aesthetics in general.

  3. Offer specialized introduction to literature, history, performance and acting techniques.

  4. Provide production and technical skills.

  5. Allow opportunities for addressing issues within the community.

  6. Recognize and facilitate diversity and cultural awareness.

  7. Provide students with skills and techniques to explore the evolving aspects of the performing arts industry




  1. Student Learning Outcomes Assessment Summary and Update

As a matter of good practice and in alignment with Accrediting Commission of Community and Junior Colleges (ACCJC) standards, RCC faculty participate in ongoing and systematic efforts to assess courses, programs, and degrees. Reports on specific assessment projects undertaken by individual faculty or groups of faculty in your discipline should be referenced here, but the primary purpose of this update is to provide an overview of your discipline’s assessment activities (data, responses to data, results, reports, etc.) since your last unit plan update as well as your current plans for assessing student learning. Please note, since unit plans are completed during the spring semester, we are asking you to report on the previous spring semester data along with the current spring semester plans.




  1. Course-level Student Learning Outcome (SLO) Assessment Report(s)

The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Course-level SLO assessment information. Upon completion of a Course-level SLO assessment project please utilize one of the two methods listed below for reporting and/or summarizing your results.




    1. Enter into a Survey Monkey report at www.surveymonkey.com/s/Student-Learning-Outcomes , or

    2. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter the information, simply send your documentation to sloassessment@rcc.edu




  1. Program-level Learning Outcome (PLO) Assessment Reports

The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Program-level PLO assessment information. Upon completion of a Program-level PLO assessment project (Career Technical Education) please utilize one of the two methods listed below for reporting and/or summarizing your results.




    1. Enter into a Survey Monkey report at www.surveymonkey.com/s/Program-Learning-Outcomes , or

    2. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter the information, simply send your documentation to sloassessment@rcc.edu.



Please contact Jim Elton at jim.elton@rcc.edu or (951) 222-8264 for your spreadsheet so that you may simply cut and paste here.




  1. Please answer the following Course-level SLO questions:




    1. Please describe your discipline’s dialogue on assessment results. Where would one find evidence of this dialogue? (see answers below) evidence in Theatre Faculty Offices.

    2. Please summarize what your discipline learned from your assessments. How does your discipline plan to use the results to improve student learning? ( see below)

Assessment has traditionally been understood to mean:

(1) Assessment of student entrance skills in a particular discipline and placement into classes as a result of that assessment



(2) Grading practices
Most contemporary assessment theorists argue that grades often have little to do with measuring accurately the degree to which students have achieved the learning outcomes for a particular course. And yet we believe that grades, and grading practices of a discipline viewed over time, do provide one indirect clue as to whether, and to what degree students are learning. In theatre an assessment is often subjective and based on students’ growth as artists individually. The Theatre Discipline assesses students in Acting and Production classes on a daily basis. We believe “art is authentic assessment”. As a discipline we believe that theatre is “real-world” situations and our production/performance classes are an accurate reflection of any theatre program. As a faculty/discipline we focus assessment on program level outcomes.


  • The following courses that result in being assessed at a program level included:

(THE 2, 4, 5, 6,) which are laboratory based classes oriented towards providing students with practical and applied knowledge of theatre as a collaborative art form. After careful review of the projects in these courses it is apparent that student outcomes are successful when all student learning outcomes are met. Student Learning Outcomes include applying production skills in technical theatre, demonstrating acting techniques in creating and sustaining a role, interpreting various theatrical styles through public performance, and integrating the various elements necessary for a public performance. In addition, ensemble work and collaboration are encouraged so that students may achieve skills that can be utilized in all aspects of their life, whether interpersonal, professional or educational. At the conclusion of each project, the faculty conducts both group and individual exit sessions (debriefings) in which students and faculty discuss the development and outcome of specific collaborative process. However, it has also been determined that the success of students and the quality of community offerings would be significantly strengthened with additional resources and adequate facilities. The discipline used video, journaling, and student self-evaluations to document students’ development and growth as artists. These are combined with the exit interview and discussion (debriefings) in which faculty and students discuss strengths and challenges students face while mounting a production on an individual basis. Participation in Laboratory courses allows students the opportunity for direct application of skills learned in the other courses offered in the program. These courses are designed to prepare students for success in production and performance in both the University training setting or/and professional work force.
As we continue growth, all of the above has led us to discuss program level outcomes, and devise the following table to exemplify our courses/program:
The discipline plans to assess other Performance based classes during Fall/Spring 2012/13. At this point in time, the faculty felt that the discipline competency goal was achieved, was very successful, and that no modifications to instruction are necessary.


1. General Education Classes (THE 3, 29) - Students should apply principals learned in class to appraise and criticize theatrical presentations, distinguish theatrical styles, and describe theatrical conventions used in theatre.


  • THE 3, 29 – are lecture based, survey courses that have been designed to fulfill the transfer and graduation requirements for the general education student as an introduction to the art form. After careful review of the course outline, it is apparent that student outcomes are successful when all student-learning outcomes are met. Faculty base their syllabi on the course outlines and student learning outcomes. The Theatre Department Chair reviews these syllabi to ensure they are in compliance with approved course outlines. Subjects covered include examination of various theatre genres, theatrical conventions, theatrical elements necessary to produce theatre, and examination of theatrical selections.




  • Assessment: As a faculty, we have decided to begin formal assessment again through the recommended survey monkey of the THE3 courses beginning in FALL 2012. As a culmination of the semester’s lectures, group projects are reflective of the students’ comprehension of the material which may or may not include: set design, costume design, playwriting, acting, and play analysis leading to an appreciation and understanding of theatre as a separate and distinct art form.


2. Technical Theatre Classes (THE 25, 41, 44, 46, 48, 49, and 54) - Students should demonstrate techniques in various aspects of technical theatre, interpret various theatrical styles, apply production skills and develop an appreciation for the integration of various elements necessary in building theatrical productions.


  • THE 25, 41, 44, 46, 48, 49, 54 - are lecture and lab based classes that provide students with specialized skills in technical theatre. Course objectives include demonstrating knowledge of the physical equipment of the theatre, operate theatre equipment in a competent and safe manner, construct set pieces independently using applied skills, and analyze various design techniques for elementary set construction. Students will also be able to demonstrate the fundamentals of makeup design, proficiency in makeup characterization through varying ages, fantasy, corrective and inanimate objects.




  • Assessment: These seven courses were recently approved (12/11/07) and some have not been taught to date. We have now been teaching stage craft (41) and scenic design (44)for two years and met the assessment requirements last year with those courses. However, at this time the discipline feels that assessment is not reasonable since the rest of the courses are space driven. However as the department grows, an assessment plan for all production classes will be implemented within the next few years


3. Acting/Directing Classes (THE 26, 30, 32, 33, 34, 35, 36, 37, 38, 39, ) - Students should be able to analyze different acting techniques and styles in both contemporary and musical theatre genres, develop psychological and physiological acting instrument through scenes and exercises, analyze scripts and characters, develop their own sense of artistic choice emphasizing their individuality etc…


  • THE 26 30, 32, 33, 34, 35, 36, 37, 38, 39, 50 - are laboratory and lecture based classes that explore various styles and techniques in the acting medium. After careful review of the course outline, it is apparent that student outcomes are successful when all course objectives are met. Course objectives include: demonstration of the fundamentals of various acting styles, analysis of different acting techniques and styles; compare and contrast different acting techniques; and developing the acting instrument of voice, creativity, speech, body and imagination. However, student success would be greatly strengthened with additional resources and adequate facilities.




  • Assessment: Beginning in Fall 2011 video and self-evaluation has been used be used by students to view progress in their own growth as artists while preparing for public performance in a structured environment. Faculty has had discussion regarding current techniques to aid in the artistic challenges students face when developing their craft.

The discipline has determined that much more study is necessary of Assessments and Outcomes as it pertains to the Performing Arts. There are plans to research other community colleges in the next year specifically on this topic, in order for the discipline to develop better assessments based on recognized models. In addition, further investigation will be done to develop a Jury System to better assess performance-based outcomes to be modeled after the California State University at Fullerton’s Theatre Department Juror System





  1. Please answer the following Program-level PLO questions: N/A

    1. Please explain what steps your program has taken to map and align your PLOs with your course SLOs (Curriculum Mapping Exercise). N/A

    2. How have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with employers, interviews of graduates, program faculty meetings)? Faculty Discipline Meetings

    3. What are your plans for further Program-level PLO assessments in the upcoming academic year? With the implementation of SB1440 this fall we have not had enough time assess the PLO assessments.

If you have any questions regarding Assessment please contact Susan Mills at (951) 328-3738, susan.mills@rcc.edu, Jim Elton at (951) 222-8264, jim.elton@rcc.edu, or your Riverside Assessment Committee discipline representative



Instructional Unit Plan Update



  1. Human Resource Status

Complete the Faculty and Staff Employment Grid below based on the 2012-2013 academic year. Please list full and part-time faculty numbers in separate rows, and classified full and part-time staff separately.




2012-2013

Faculty Employed in the Unit


Teaching Assignment (e.g. Math, English)

Full-time faculty

(give number)



Part-time faculty

(give number)



Theatre

2

11




























2012-2013

Classified Staff Employed in the Unit


Classified Employee Title (e.g. IDS, Lab Assistant)

Full-time staff (give number)

Part-time staff

(give number)



Technical Director

1




Permanent Part Time Accompanist




1

Student Employment




8



















Complete the Faculty and Staff Employment Grid below based on any anticipated changes for the 2013-2014 academic year (i.e. retirements, one-year temps). If information is exactly the same, move on to the next page.

2013-2014

Faculty Employed in the Unit


Teaching Assignment (e.g. Math, English)

Full-time faculty

(give number)



Part-time faculty

(give number)



N/A


































2013-2014

Classified Staff Employed in the Unit


Classified Employee Title (e.g. IDS, Lab Assistant)

Full-time staff (give number)

Part-time staff

(give number)



N/A












































Unit Name: THEATRE

1. Staff Needs

NEW OR REPLACEMENT STAFF (Faculty or Classified)1

Rank

List Faculty or Staff Positions Needed for Academic Year.

Please list in order (rank) of importance. Please justify and explain each faculty or staff request based on rubric criteria. (See APC Ranking Rubric for faculty positions.)

Indicate (N) = New or (R) = Replacement


Annual TCP*

1.

TECHNICAL THEATRE AND DESIGN(FACULTY)

Rationale:

With the approval of the SB1440 State Theatre Transfer we need a full time Theatre and Design generalist to support the STATE THEATRE TRANSFER to develop a Technical Theatre program . This person would also design the productions.

For the department, Fall 2012, the full time contract load was .95 FTEF , the full-time overload was .87 FTEF and the part time load was 3.35 FTEF. All combined the departments FTEF was 5.17 down from 6.71 Fall 2010. As you can see we are in dire need of some help. When 75% of our courses are taught by part-time there poses a problem in consistency, growth, program development etc…

The Departments WSCH/FTEF for fall 2011 was 511.78

The increasing demand for faculty to participate in college-wide initiatives and special programs also provides justification for the need for more full-time faculty. Enrollment for a typical GE class is set to 35 students. An instructor in our department teaching 5 classes during both fall and spring semesters will serve 350 students as part of their contract load.

See Chart Below.





$ 54,327-$83, 703

Col C, Step 1-Col. H Step 6



$+benefits AVG. ANNUAL

COST

$20,035.3



2.



THEATRE GENERALIST (FACULTY)

Rational:

To support the existing theatre Program and with the approval of the SB1440 State Theatre Transfer we need a full time generalist to assist in teaching both Acting, Directing and General courses. For the department, Fall 2012, the full time contract load was .95 FTEF , the full-time overload was .87 FTEF and the part time load was 3.35 FTEF. All combined the departments FTEF was 5.17 down from 6.71 Fall 2010. As you can see we are in dire need of some help. When 75% of our courses are taught by part-time there poses a problem in consistency, growth, program development etc…



The Departments WSCH/FTEF for fall 2011 was 511.78

The increasing demand for faculty to participate in college-wide initiatives and special programs also provides justification for the need for more full-time faculty. Enrollment for a typical GE class is set to 35 students. An instructor in our department teaching 5 classes during both fall and spring semesters will serve aprox. 350 students as part of their contract load.

See Chart Below.






$ 54,327-$83, 703

Col C, Step 1-Col. H Step 683,703



$+benefits AVG. ANNUAL

COST

$20,035.3


3.

THEATRE ACCOMPANIST (STAFF)

Rationale:

Due to the Growing Musical Theatre program it is apparent that there is a need for a full time accompanist to cover classes, voice lessons, productions, tours and fundraising events. Currently there is no full time accompanist to cover all of the events done on campus. And we are paying our permanent part time staff the salary that is almost the base of a Full Time accompanist which takes away from our instructional costs throughout the year.






$51,072-$62,172

+benifts AVG. ANNUAL COST

$20,035.35


Unit Name: THEATRE


  1. Equipment (excluding technology) Needs Not Covered by Current Budget2




Rank

List Equipment or Equipment Repair Needed for Academic Year.

Please list in order (rank) of importance. Please justify and explain each equipment request based on rubric criteria.

*Indicate whether Equipment is for (I) = Instructional or (N) = Non-Instructional purposes

Annual TCO**


Cost per item

Number Requested



Total Cost of Request

EX

Document Camera for Quad Classroom

Rationale: RCC Academic Master Plan: Values – learning environment-- “to provide and maintain state-of-the-art equipment;” 2) Campus Goals – “essential to delivery of instruction—increase successful course completion with supplemental/alternative instruction; persistence; improving student learning outcomes.” Currently, only about one half of the Quad classrooms are equipped with document cameras. All classrooms should contain the same type and quality of equipment to ensure equity in instruction and learning. Document cameras should be replacing the old overhead projectors.

I

$2500 w/installation

1

$2500

1.


LIGHTING/SOUND INSTRUMENTS ( SEE DETAILED QUOTES BELOW)

Rationale: With the possible renovation in Quad 144, there are not enough lighting instruments to hang for sufficient lighting in the Theatre. If this is going to become a theatrical space then more lighting is needed during productions. To save over the years new LED lighting instruments are needed to


Rationale:







See break

down below


$64,741.00


2.


STAGE PLATFORMING (SEE DETAILED QUOTE BELOW)

Rationale: With the existing floor in Quad 144 being too low for an audience to see ( the original re-model) did not plan for Quad 144 to become e performance space for student performances, we need temporary platforms that can be moved and re-configured to use while waiting for a re-model. The re-model has been in the que and approved since 2004 but has had various delays.









See break

down below


$12,333.29


3.


Rationale:




















Unit Name: THEATRE


  1. Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 3

NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Annual TCO*

Rank

List Technology Requested for Academic Year. Please list in order (rank) of importance. Please justify and explain each technology request based on rubric criteria.


New (N) or Replacement (R)?

Program: New (N) or Continuing (C)?

Location (i.e Office, Classroom, etc.)

Is there existing Infrastructure?

How many users served?

Has it been repaired frequently?

Cost per item


Number Requested

Total Cost of Request


EX

 


R=1

N=1

C

Work-room

Yes

>20

Y

$1100

2

$2200

1.

The Theatre Discipline is In Need of 3 mac laptops to Keep up with New Programs in Technical Design and Production Used in Class and for Technical Support in our Theatrical Shows. Currently we are using Personal Laptops to accommodate New practices that are apple based programs that only fit Mac not PC computers. Because they need to move locations…from Theatre to Office we need Laptops.

Rationale: See quote below



N-3

C

OFICCE/ CLASSROOM/ THEATRE

YES

10

Y

$1699

3




2.


A COPIER for department

Rationale: There are more than 15 FACUTLY AND STAFF AND OVER 10 student helpers utilizing this printer to develop instructional materials. Current printer >10 years old and high volume usage causes frequent breakdowns. Functioning equipment is critical to meeting the needs of our students, department goals and course SLOs.

Rationale: see quote below



 N-1

 N

 OFFICE

 YES

 10+

 Y











3.

Rationale:



 

 

 

 

 

  











4.

 
Rationale:

 

 

 

 

 

 

 













Unit Name: THEATRE



  1. Facilities Needs Not Covered by Current Building or Remodeling Projects*4



RANK

List Facilities Requests for Academic Year. Please list in order (rank) of importance. Please justify and explain each facility request based on rubric criteria. Requests should be for remodels, renovations or added new facilities and not basic repair and maintenance.

Annual TCO*


Total Cost of Request


EX

Roof Replacement

Rationale: The department building roof is in need of replacement. Currently, it leaks directly down the building and into our classrooms and office space. There have been three attempts to repair the roof. Previous leaks have caused damages to computer equipment and work space. The constant need to relocate staff and/or classrooms due to leaks has had a direct impact on the teaching and learning environment.


$2500

1.

Rationale: QUAD REMODEL IN THE QUE


2.

Rationale:





3.

 Rationale:






4.

 

Rationale:






5.

 

Rationale:






Unit Name: THEATRE


  1. Professional or Organizational Development Needs Not Covered by Current Budget*5




RANK

List Professional Development Needs for Academic Year. Please list in order (rank) of importance. Please justify and explain each professional development request based on rubric criteria. Professional or Organizational development needs may include workshops, guest speakers, training on equipment and/or software, attending conference, training needed to comply with state and/or federal regulations, and ongoing training in the field.

Annual TCO*


Cost per item

Number Requested



Total Cost of Request

EX

Funding for Associate Faculty to Participate in Workshop for SLO Assessment

Rationale: Associate faculty members teach a large number of courses in our department utilize department common assessments, and per ACCJC standards must be included in the dialogue for the improvement of assessment. Since associate faculty are not required or compensated for this work, the department would like to compensate them through a stipend. These workshops are critical for the completion of the assessment cycle and for faculty to use the results in helping students achieve their goals.

$100

36

$3600

1.

Rationale: N/A






2.

Rationale:









3.

 Rationale:












4.

 

Rationale:












5.

 

Rationale:













Unit Name: THEATRE



  1. Student Support Services




RANK

List Student Support Services Needs for the Academic Year.

Please justify and explain each request based on rubric criteria. These are services needed by your unit over and above what is currently provided by student services at the college. Examples of needs that fall under student support services are provided6.

Annual TCO*

EX

Our unit needs either a permanent part-time or reassigned Outreach staff member to assist our discipline with providing course, program and college information to the local community, either through partner high schools, community based organizations and/or non-credit sites.

Rationale: Based on enrollment data, the lower level courses in our discipline are typically cancelled due to low enrollment. However, based on our conversations with our community and as evidenced by the demographics, there is a demand and need. Potential students need information on how to enroll, take placement exams, and understanding the sequence of courses and pathways to potential careers. They need this information prior to coming to RCC to increase their likelihood of success.


$0 if Reassigned Time
$25,000 for Permanent part-time w/benefits

1.


Rationale: N/A




2.


Rationale:




3.


Rationale:




4.


Rationale:




Unit Name: THEATRE


  1. Library Needs Not Covered by Current Library Holdings7




RANK

List Library Needs for Academic Year. Please justify and explain each request based on rubric criteria. These library resources are unit needs that are over and above what is currently provided by the library.

Please list in order (rank) or importance.



Annual TCO


EX

The discipline needs for the library databases to be re-established for Access Science, American National Biography, Columbia Grangers World of Poetry, Criminal Justice & Periodicals Index, CQ Weekly, Oxford English Dictionary, ProQuest National Newspaper Core, World News Digest, American Film Scripts Online, ARTstor, Biography Resource Center, Dictionary of Literary Biography, Humanities International Complete, Oxford Art Online, Oxford Music Online, World Book Complete Suite.

Rationale: The library and its databases are vital components of the courses within our discipline. For students to fully achieve student learning outcomes within their courses, this integral component of students’ access must be returned to its original capacity. Faculty rely on these critical resources as part of their instruction.




1.


Rationale: Library needs new play scripts, audition monologue and scene acting books so that students may keep current in their area of study. Also Audition or Rag Sheets like Backstage West would be helpful or students. Faculty can provide the library staff with lists of plays and books that should be purchased




2.


Rationale:




3.


Rationale:




4.


Rationale:




5.


Rationale:





Unit Name: THEATRE



  1. Learning Support Center Services




RANK

List Learning Support Center Services Needs for Academic Year. Please justify and explain each request based on rubric criteria.8 If your unit is responsible for running a learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not include laboratory components that are required of a course.

Total Cost of Requests


Cost per item

Number Requested



Total Cost

Ongoing (O) or one-time (OT) cost

EX

Institutionalize the Supplemental Instruction (SI) Program to provide SI leaders for our discipline.

Rationale: Students in our discipline have benefited greatly from the SI’s. In the 2007-2008 academic year, students who participated in SI had a 62.1% success rate in comparison to 24.7% who did not participate in SI, a difference of 37.4% between the two groups. Students need the assistance of SI’s to succeed with course student learning outcomes. Faculty with SI’s have continuously expressed the benefit of receiving professional development for SI instructional strategies and the in-class and out-of-class support SI provides to their instruction.


$2400 per semester per SI

10 SI’s

x 2 semesters

= 20

$48,000

O

1.


Rationale: N/A










2.


Rationale:













3.


Rationale:













4.


Rationale:














8 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Lab Coordinators for a specific lab question or Academic Support Department at (951) 222-8434 to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.
Unit Name: THEATRE


  1. OTHER NEEDS not covered by current budget




RANK

List Other Needs that do not fit elsewhere.9 Please justify and explain each request based on rubric criteria. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance.

Annual TCO*


Cost per item

Number Requested



Total Cost of Request

Ongoing (O) or one-time (OT) cost

EX

Our unit needs money for tournament awards in the form of scholarships to increase participation.

Rationale: The tournament provides students with an enhanced learning opportunity. This opportunity will increase overall attainment of student learning outcomes (SLOs), increase access and overall persistence. Faculty use the competition an extension of in class learning and to promote their programs.


$100


5 scholarships per year

$500


O


1.


Rationale: N/A










2.


Rationale:













3.


Rationale:













4.


Rationale:













5.


Rationale:














9 TCO = “Total Cost of Ownership” is the average cost for one year.
Unit Name: THEATRE


  1. MID-RANGE FINANCIAL PLAN The Resources Council and Institutional Effectiveness Council have asked for information that will make it easier for us to complete and update our Mid-Range Financial Plan.  This information will help us to plan and to meet ACCJC requirements. 




YEAR

ITEM NAME

Is the item referenced in another planning document?

If so, where?

If no, where do you plan on putting this item?

(i.e. Facilities Master Plan, Comprehensive Instructional

Program Review)


Staff

Equipment

Technology

Facilities

Prof Development

Student Support

Library


Learning Support

Other

Ex

2015

The department requires an updated facility with state of the art equipment to meet industry standards and train students on the most current equipment. This information is included in the CIPR from 2011.




X




X
















2013

The department requires a remodel of Quad 144 to make it a fully functional theatrical space. The original remodel was approved by Strategic Planning and the Board of Trustees in 2007 and was originally approved for the Telecomm classroom to Remodel into a Flexible Theatre Space behind Landis Auditorium. However, to save costs it was proposed to remodel Quad 144 instead as it has some existing theatrical infra-structure. This has been in our CIPR since 2004.

X

X

X

X

















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