Friday, April 9:
Lunch 12:00 - 1:00 p.m. University Union 101
Session I 1:15 - 3:15 p.m. University Union 311
Our facilitator, Dr. Mary Senter, will open the discussion with a talk on outcomes and their use in assessment, the value of these tools to program improvement.
Mary speaks on this topics at campuses across the country. Her fall quarter workshops at CSUH made "assessment" sound much like what we already do to keep our program vibrant and up-to-date. The goal of this session will be to help faculty who still do not understand the terms "outcomes" and "assessment." Outcomes are "curricular goals." They describe the learning to be achieved. If they are understood by the faculty (and it is better if they are written), then it should be easier for a program to determine and adjust its curriculum. Or, it helps to determine the success of a curriculum versus the need to make changes (assessment).
Break 3:15 - 3:30 p.m.
Session II 3:30 - 4:30 p.m. University Union 311
The CSU website area related to student learning outcomes already shows outcomes written by one department, Dominguez Hills. Chico and Pomona also have done some work in the area of assessment. This session should cover some examples. We will distribute some material printed from existing outcomes and assessment websites. This will be the time set aside to look at the promotional materials brought by participating departments.
Carol Hovey will conduct a fun exercise which is related to assessment and demonstrate the value of everyone knowing the expected outcomes. Carol is involved with a California project to develop assessments and testing methodology for high school theatre.
Break 4:30 - 6:00 p.m.
Some will want to shuttle or hitch to hotel for check-in.
Dinner 6:00 - 7:15 p.m. University Union 101
Session III 7:30 - 9:30 p.m. University Union 311
Main Question
What specialized skills, knowledge, and evidence of discipline do (ACTING) professors expect of their students who have completed the Theatre Arts B.A.?
Expected Outcome
A list of (ACTING) outcomes grouped under headings or diagrammed to show any natural relationships of the outcomes.
Process
- Select a facilitator, a secretary, and a presenter.
- Reframe the question so that as many as possible agree.
Example: What claims do (ACTING) professors want to be able to make concerning the knowledge and skills of their graduates
- Take 5-10 minutes for individuals to write 10-15 "outcome" bullet points.
- Begin sharing bullets. List all contributions on the flip chart. Try to refrain from discussion at this stage. Contributors should refrain from repeating suggestions, but may suggest rewording of the previous suggestion.
- After you have about 10 suggestions, everyone should be thinking about whether they see any natural groupings.
Pursue this step in one of the following ways:
Diagram the suggestions individually or as a group. If individually, discuss: who has the most interesting diagram? Why? What about a diagram speaks to you about the structure or value of a Theatre Arts degree? Put your diagram(s) on a flip chart.
Group the suggestions by topic. For example, which are related skills? Related to knowledge? Related to creativity? What other topics are suggested? Redo your flip chart(s), listing your group’s outcome suggestions under the headings
- Use any leftover time to discuss your work. What did you learn (or not) from this exercise?
Evening Adjournment 9:30 p.m.
Shuttle or hitch to hotel.
Return for breakfast at 8:30 a.m. (leaving hotel at 8:15 a.m.)
Overnight Reflective Assignment
Spend some time thinking about the jobs you know your alumni have today. Some are working in a Theatre Arts field. Some are working in other, even vastly different, fields. What qualities of you think the college Theatre Arts education provided to these alumni? Were all the necessary qualities acquired in specialized courses related to the specific careers? What qualities were acquired in non-specific courses? What qualities seem to cross the boundaries of many specific courses? What qualities cross boundaries of many careers?
It might be helpful to think about this subject in terms of resumes. What qualities and skills are your successful alumni listing on their resumes? How do they want others to value the many challenges of the courses they took from your department? Think of what non-majors might be saying, too.
You might also think of how to define the CORE outcomes of your major. Try to avoid thinking of specific courses, experiences or requirements. What are the CORE qualities you have provided to your successful alumni? That is, what qualities are common to the educational experience of a Theatre Arts major?
Saturday, April 10:
Shuttle from Hotel 8:15 a.m.
Breakfast 8:30 - 9:15 p.m. University Union 101
Session IV 9:30 - 10:15 a.m. University Union 311
In this session, one reporter from each "expert" group will report on the highlights of their Session III exercise.
Session V 10:30 - 12:30 p.m. University Union 311
Main Question
What non-specialized skills, knowledge, and evidence of discipline do Theatre Arts professors expect of their students who have completed the Theatre Arts B.A.?
Expected Outcome
A list of common or CORE Theatre Arts outcomes grouped under headings or diagrammed to show any natural relationships of the outcomes.
Process
A. Select a facilitator, a secretary, and a presenter.
B. Reframe the question so that as many as possible agree.
Example: What claims do Theatre Arts professors want to be able to make concerning the common knowledge and skills of their graduates?
C. Again, take 5-10 minutes for individuals to write 10-15 "outcome" bullet points. Or, suggest that some in the group write mock resumes for Sue or Joe Dramae, who are applying to work for a non-entertainment corporation.
D. Next, share bullet points. List all contributions on the flip chart. Try to refrain from discussion at this stage. Contributors should refrain from repeating suggestions, but may suggest rewording of a previous suggestion. Resume writers should pull out qualities and skills, even if distilled from activities or experiences listed by Sue or Joe.
E. After you have about 10-15 outcome suggestions, everyone should be thinking about whether they see any natural groupings. When the group is finished listing suggestions, pursue this step in one of the following ways:
Diagram the suggestions individually or as a group. If individually, discuss: who has the most interesting diagram? Why? What about a diagram speaks to you about the structure or value of a Theatre Arts degree? Put your diagram(s) on a flip chart.
Group the suggestions by topic. For example, which are related to synthesis? Related to knowledge? Related to creativity? Related to cooperative work? What other topics are suggested? Redo your flip chart(s), listing your group’s outcome suggestions under the headings.
Group the suggestions by priority. Which ones are the most "significant" or the easiest for everyone to accept?
F. Use any leftover time to discuss your work. What did you learn (or not) from this exercise?
Lunch 12:30 — 1:30 p.m. University Union 101
Session VI 1:45 — 2:45 p.m. University Union 311
In this session we will hear reports from Session V. Each reporter should mention ONE discovery, outcome, or category from their group exercise. Given time, we hope to go around the room several Arial.
Session VII 2:45 — 3:30 p.m. University Union 311
With refreshments. This session is planned to allow for open discussion about outcomes and the results of the exercises.
