Annual InStructional unit plan

6. 
   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.
   

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

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.

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

Music

Performance Riverside

Coil School of the Arts

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  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.

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.

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  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).
  
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  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.

2. 
   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?
   

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  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.
  

3. 
   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:

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
   

4. 
   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
   

2. 
   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.
   

3. 
   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)
   

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

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

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  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.
  

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  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.
  

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  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.
  

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  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
  

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  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.
  

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  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

4. 
   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

5. 
   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.

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

2. 
   Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: ³
   

3. 
   Facilities Needs Not Covered by Current Building or Remodeling Projects*⁴
   

4. 
   Professional or Organizational Development Needs Not Covered by Current Budget*⁵
   

5. 
   Student Support Services
   

6. 
   Library Needs Not Covered by Current Library Holdings⁷
   

7. 
   Learning Support Center Services
   

8. 
   OTHER NEEDS not covered by current budget
   

9. 
   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.