Queensborough Community College
DEPARTMENT:
Year-end Report – Teaching Department
Year: 2014- 2015
Speech Communication and Theatre Arts
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2014-15
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Speech Testing
Number Served
3900
CLIP College presentation representing department
300
Departmental Production: “Elektra”, November 7-14, 2014
1275
Departmental Production: “Dog Sees God” , December 5-13, 2014
250
Departmental Production: “Metamorphoses,” February 27 – March 6, 2015
548
Departmental Production: “Nothing is the End of the World (Except the end of the World), May 1-9,
2015
459
Faculties of the Theatre Unit collaborated to produce programmatic self-study for submission to NAST
toward accreditation. Scheduled and arranged format for review by visiting team, wrote optional
response to team report and attended NAST annual conference. (Fall 2014-Spring 2015)
Theatre faculties collaborated in the selection and vetting of eligible theatre students for departmental
year-end awards and four endowed scholarships (Beverly Lockwood, Thomas Smith and Leroy Paves).
Attend spring soiree and ceremony to present awards to students
Department run technical areas for theatrical productions, includes Scene Shop, Costuming, Lighting and
Sound (Fall and Spring, 2014-2015)
First semester implementation of TH111 as a PNET eLearning course.
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HIP-CAP-SWIG Spring Semester Project (TH151, EN101, and MU414):
50
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Personal Narrative Voice-Over Ebook with Musical Score.
Juried faculty assessment and responses to student performances and portforlios for :
FALL: TH121, TH221, TH151, TH134 December 12 and 13, 2014.
90
SPRING: TH121, TH221, TH151, TH135 May 15 and 16, 2015.
70
QCC @ Second Stage Off-Broadway Theatre Program, coordination and chaperoning students.
“The Way We Get By,” by Neil LaBute, April 30, 2015.
“Between Riverside & Crazy,” by Stephen Adly Guirgis, January 28, 2015.
“Lips Together Teeth Apart,” by Terrence McNally, October 22, 2014.
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23
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QCC @ La MaMa Coffeehouse Chronicles, Off-Off-Broadway Theatre History Series
“Yara Arts Group,” January 31, 2015.
12
Theatre faculties serve as Chair of Irene Ryan Acting Scholarship Auditions and Vice Chair of New
Playwrights Program (NPP) on Region 1 Board of the Kennedy Center American College Theatre
Festival (KCACTF), 2014-15.
1500+
Faculty chaperoned and coached students for participation in the Region II Kennedy Center American
College Theatre Festival, Cleveland, OH, January 1 – January 6, 2015.
16
Maintenance of The QCC Theatre student/alumni email listserve
(studenttheatre@qcc.cuny.edu) and Facebook Page (QCC Theatre Students & Alumni).
400
Curate and oversee QCC Students’ participation in the Theatre Development Fund’s “New Audiences
60
Program”. Select and schedule production attendance dates, collaborate with teaching artist to develop
student learning objectives and schedule pre- and post-workshop dates, and solicit and maintain record of
student participation. (“Hand to God” 3/17-19, and “The Curious Incident of the Dog in the Nighttime”,
4/14 – 16).
Theatre faculty served as Region 1 respondents for the Kennedy Center American College Theatre
Festival to SUNY Suffolk Community College’s production of “Private Wars”. (March 7, 2015)
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Queensborough Community College
Year-end Report – Teaching Department
Faculty advisor to The Drama Society rehearse student work and advise students in creation of “Tin Foil
Soiree”, year-end award ceremony. (May 22, 2015)
Year: 2014- 2015
80+
Speech Faculty met and collaborated with BTECH administration, staff of Continuing Education and
QCC faculty in the preparation of offering SP211 as part of BTECH curriculum.
Service Learning
Partnership between student ensemble of “Dog Sees God”, The Drama Society, The Queer Culture Club
in collaborative fundraising effort for The Trevor Project, an NYC charity organization which maintains
a 24-hour suicide prevention hotline for at-risk LBGTQ youth. A total of $205 raised at postperformance talk-backs. Cast was the recipient of a Kennedy Center American College Theatre
Certificate of Merit for this work. (December 2015)
100
Service Learning : Taegle Grant – Sustainability –
Global Diversity Learning _ Multicultural communication
40
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Inter-Disciplinary Activities
PILOT program with Baruch College using VOCAT in a hybrid section of SP211
10
AAC & U project (Fall 2014- Summer 2015): Advancing Underserved Student Success through Faculty
Intentionality in Problem-Centered Learning project and the Transparency in Teaching and Learning
project Attending the AAC&U's Institute on General Education and Assessment (Summer 2015) to score
the artifacts
40
Collaborative Research Project with Dr. Ferrari, Dr. Drini, Dr. Stroubakis, Prof. Vogel, Lynch, Bonous,
Beck and Sciamerella (QCC) (in progress) Assessing Critical Listening Skills across the Curriculum
In partnership with the QCC Business Department, Speech Department faculty served as faculty advisor
for 2014-2015 Mock Trial Team coaching students in developing their articulation, diction and
projection skills, as well as in speaking persuasively.
30
In collaboration with the QCC Business Department, Speech Department faculty prepared students for
5
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3
Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
the NYS Business Plan Competition coaching students on their presentation skills enabling them to
communicate their business plans professionally and confidently. As a result, one of the QCC teams
advanced to the final round, competing before a panel of judges at the University of Albany, where they
represented the college admirably. The QCC team was presented with the Esprit de Corps award for
exemplifying the spirit of the competition and good sportsmanship.
SP 230 Video Production I with Office of Service Learning and Anthony Monahan (Health and Physical
Education), Fall 14
15
Presentation for the Queensborough Community College Film Club: MAKE MOVIES! Co-Sponsors:
The College Discovery Club Phi Theta Kappa The Communiqué Club, April 2015
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Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the refe desk or reserve area of the
Library, department tutoring program, etc. (Note: Do not report courses or laboratories for which students register.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Avid Certification Training for QCC faculty and staff (Organized by Speech Dept.)
Date
7/2014
Number Attending
4
Faculty training in Inspiroscan software for use in assessment. (Organized by Speech
Dept.)
9/2014
10
Department, with assistance of Office of Assessment, sponsored a Degreeworks workshop
for Theatre faculty mentors with representatives from the Registrar, the Office of Student
Advisement and the Visual and Performing Arts Academy, to develop departmental
standards in the maintenance of student records.
5/18/2015 12
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
B. COURSE CHANGES IN 2014-15
New, revised, or
deleted
NEW
NEW
Course
number
TH135
TH235
Course title
Semester approved
Comments
Costume Construction
Stage Management
Fall 2014
Spring 2015
Ran successfully in Spring of 2015
Scheduled for Fall 2015
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Year-end Report – Teaching Department
Queensborough Community College
NEW
TH111
Introduction to Theatre
(Hybrid)
Fall 2014
Year: 2014- 2015
Will continue every semester
C. PROGRAM CHANGES IN 2014-15
Program
Program change*
Effective Date
(Semester and year)
Initiated spring 2015
and pending approval
Comments
A.S. in Visual and
Performing Arts- Theatre
Concentration
Renamed
A.S. in Visual and
Performing Arts-
Modified
Spring 2015
Interdisciplinary concentration
discontinued
A.S. in Visual and
Performing Arts – Theatre
Concentration
Modified
Fall 2014
TH135 - Costume Construction added
as an elective in the concentration.
A.S. in Visual and
Performing Arts – Theatre
Concentration
Modified
Fall 2015
TH235 – Stage Management added as
an elective in the concentration.
Proposal for change of degree title
proposed and approved by the four
VAPA disciplines. Pending –
submission to curriculum committee
for approval
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
D. DEPARTMENT CHANGES IN 2014-15
Type (see menu
below)
Equipment Acquisition
Description of Change
Brother 1034D 3 or 4 Thread
Serger
Reason for Change
Serving TH135 and
replacement of broken
serger
Date/Semester
Spring 2015
Evaluation of Change*
Supported over 90 students in
TH135, TH124, TH224
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Equipment Acquisition
Behringer 32 Digital Mixing
Board
Upgrade of Analog
Board
Spring 2015
Supported students in TH131
Th232 Th122
Equipment Acquisition
4@ Yamaha Speakers
Upgrade to quality of
sound for productions
Spring 2015
Equipment Acquisition
Crown Amplifier
“ “ “ “ “
Spring 2015
Class and Department
Productions improved.
Students work on installation of
all new gear
“ “ “ “ “
Equipment Acquisition
6 @ Sennheiser Wireless
Microphones
Fall 2014
“ “ “ “ “
Equipment Acquisition
ETC ION Lighting Console w/
fader wing
Fall 2014
“ “ “ “ “
Equipment Acquisition
14@ ETC Desire22
Programmable LED PAR Lights
Fall 2014
“ “ “ “ “
Equipment Acquisition
SAW STOP safety brake Table
Saw
Start inventory of
Digital Wireless
Technology
Upgrade of Lighting
Software for new
technologies
Start of inventory of
new LED color
changing fixtures
Upgrade of tool. New
state of the art personal
injury protection
Spring 2015
“ “ “ “ “
Facilities Improvement
Clickers added to select
classrooms for speech courses.
Use of Clickers added to
testing of students.
Fall 2014
Facilities Renovation
Storage Benches, shelves and bins
Proper organization of
shop spaces
Fall 2014
Facilities Renovation
Dressing Rooms renovated. New
tables, lighted mirrors and rolling
chairs, lockers
Upgrade to proper
facilities from ad-hoc
accommodations
Fall 2014
Augments teaching methods
and assessment methods in
remedial courses.
Students restocked the entire
inventory of tooling and
hardware. All were labeled by
students. Enhances
organization and student
memorization of nominclature.
Excellent work by B&G.
Students now have a clean
comfortable backstage space.
Lockers now available to secure
personal items while working
onstage
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Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
Personnel change
Hired adjunct CLT
Safety of students,
expanding enrollment
and production demands
require additional
support for full-time
CLT
Spring 2015
Increased individual attention
for students in labs
Personnel change
Hire of CLT in Theatre/Technical
Director
Replacement of
Substitute CLT
Fall 2014, Spring 2015
Personnel
Hire of Temporary CLT for
Media Lab
Replaces an adjunct
CLT so as to permit
department to extend lab
hours and expand access
to lab.
Fall 2014
Personnel Change
3 substitute lecturers hired to
teach SP005, SP006, SP020 and
SP211
2 full time ines added to
dept. to improve FTE
and temporary
replacement of faculty
member who was not
reappointed.
Fall 2014, Spring 2015
Mr. Rothenberg, who served as
a sub was hired as a permanent
employee. He continue to be
an outstanding contributor to
the program.
The addition of a full time CLT
has allowed the department to
make more complete use of the
media lab and greatly expanded
student access to the lab.
Additionally, an AVID editing
system was installed with the
assistance of the CLT.
Assisted in sustaining FTE of
department as enrollment in
these courses grows.
*Please note that, if change has been too recent to evaluate, you may indicate NA.
Type of change
Personnel or organizational change
Facilities/space
Equipment
Other
MENU
Description
New hires, retirees, resignations, promotions, department name changes, etc.
Renovations or development of office space or new facilities (i.e., computer laboratories)
Acquisition of new or disposition of old equipment
Other changes affecting the department not included above and including interactions with other departments
E. DEPARTMENT ASSESSMENT IN 2014-15
1.
Departmental procedures for conducting assessment
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher Education include:
clearly articulated statements of expected student learning outcomes…at all levels (institution, degree/program, course) and for all
programs that aim to foster student learning and development; a documented, organized, and sustained assessment process to evaluate and
improve student learning; evidence that student learning assessment information is shared and discussed with appropriate constituents and
is used to improve teaching and learning.
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to improve
teaching and learning. In your description, please explain how the department fulfills each of the Middle States
fundamental elements above.
The Department of Speech Communication and Theatre Arts is committed to employing the tools of assessment so as to document and improve
student achievement. The department faculty address the stated student learning outcomes of both the college and Visual and Performing Arts
concentration through programmatic review, systematic course assessment, continued faculty in-service on current assessment methods of the
college, curriculum review and revision of courses and programmatic requirements. This commitment is evidenced by:
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The Theatre faculty conducted a thorough program review of the A.S. in Visual and Performing Arts with a concentration in Theatre
producing a self-study document with attached managerial department documents.
The application by the college and department for national accreditation for the A.S. in Visual and Performing Arts with a concentration in
Theatre to the National Association of Schools of Theatre. This past year, NAST sent an evaluative team to the campus.
The continued work of the Speech and Theatre sub-committees on Assessment to review student achievement and effect curricular and
course revision as needed.
The introduction of juries for all students declaring Theatre as a concentration in the A.S. in Visual and Performing Arts.
The continued screening of incoming students for proficiency in the speaking of English.
The participation of both Speech and Theatre faculty in the college’s assessment institute.
The revision of a Handbook for SP211 faculty this past year.
The addition of new courses in Avid editing and in theatre electives.
The participation of the department faculty in the work of the General Education Assessment committee.
Course assessments which were conducted by faculty in 2014-2015.
Target
Clearly Articulated SLOs
Assessment
Documented
Assessment
Organized
Assessment Sustained
Theatre
Concentration
VAPA
Yes, See programmatic SLOs
and Theatre SLOs as
published in Handbook for
students
Yes, Program Review
on going with
published self-study
Yes, as per
NAST
standards
Currently collaborating
with Administration to
align with NAST
standards per deferred
accreditation.
Evidence that
Information is Shared
and reviewed
Report distributed to
College, departments
within the program
and faculty.
Used to Improve
Student Learning
Yes, the last
study resulted in
a compete
revision of
theatre
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Thereafter, self-study to
be completed every 5
years
SP 211
Yes, Departmental Syllabus
and course outlines includes
both SLOs for General
Education and course
outcomes.
Written Reports
submitted to SPAE
for publication on
college website.
Yes, Departmental
Committee
on
Assessment
for Speech
established
and ongoing.
Standardized
templates
distributed
for use in
sections, a
universal test
instrument is
administered
for listening
twice each
semester,
data
collected and
Yes, Departmental
Speech Assessment
committee meets twice
each semester.
concentration.
Budgetary
requests
reference this
study.
Assessment results
reviewed at
departmental faculty
meeting at beginning
of each semester.
Results shared with
college Office of
Assessment and
uploaded to Speech
Faculty Blackboard
page.
Semester juries
have been
institutionalized
and provide
students and
faculty with
theatre
department-wide
assessment of
the work of all
majors.
Yes, syllabus for
course revised to
expand listening
assignments.
Additionally, two
texts have been
selected by a
vote of the
faculty to be
highly
recommended to
all faculty.
Handbook for
SP211 faculty
created and
awaiting faculty
approval.
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Queensborough Community College
TH121,
TH131,
TH151,TH134,
TH135,
TH221, TH231
SP321, SP471,
TH111
Yes, Departmental Syllabi
includes both SLOs for
General Education and
course outcomes.
Yes, Departmental Syllabi
includes both SLOs for
General Education and
course outcomes.
Year-end Report – Teaching Department
Report in process
Written reports with
analysis of data
created.
analyzed by
departmental
committee
Yes, Departmental
Committee
on
Assessment
for Theatre
established
and ongoing.
Standardized
templates
distributed
for use in
sections.
Juries end of
each
semester
implemented
in Fall 2014
Process of
assessment
create in
consultation
with SPAE
Yes. All Departmental
Theatre faculty met for a
2 day retreat in spring
2015 and agreed to
revise rubric for TH 121
and 221 and develop
templates and schedule
of assessment of new
Stage Management
course.
Year: 2014- 2015
Results to be shared
with Department and
College Assessment
Office.
Student juries
and early
assessment
reports
demonstrate that
student
performance in
courses is
improving over 2
semesters.
Reports submitted to
SPAE for publication
on college website
and uploaded to
Speech Faculty
Blackboard page.
Students analysis
of works of art
gained depth
with the
introduction of
rubrics and
teaching
methods in all 3
courses altered
as a result of
assessment.
Committee meets
regularly throughout the
semester to review
methods and results.
Yes, administered every
semester.
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Queensborough Community College
2a.
Year-end Report – Teaching Department
Year: 2014- 2015
Departmental participation in self-study/program review during 2014-2015, if applicable
Program(s) reviewed: A.S. in Visual and Performing Arts, Theatre Concentration
External Agency or Reviewers: National Association of Schools of Theatre
Date of site visit: November 12-13, 2014
Major conclusions of self-study
Results of the Program Review Related to its Purposes
The Theatre Unit has demonstrated strong achievement in realizing its mission. At the very core, the Theatre Unit’s purpose is
to provide students with a foundational education upon which to build advanced training at a senior college. The success of the
Theatre Unit in accomplishing its mission lies in the successful outcomes of its students, both curricular and personal. New
articulation agreements with B.F.A. programs at Lehman College and Adelphi University, allowing QCC graduates to transfer
seamlessly, without loss of time, are also strong indicators of the success of the unit in accomplishing its mission. This expands
the options available to students who wish to continue their studies in a more focused, professional program. Graduates’
success as indicated in feedback from Adelphi University also speaks to the success of the Theatre Unit. Retention and
graduation rates also reflect upon the unit’s performance but may only tell a part of the story. The Theatre Unit outperforms the
college in both retention and graduation rates. Additionally, the unit continues to grow in enrollment and profile within the
community.
Students’ ability to master competencies as they progress through the curriculum is a key indicator of the unit’s performance.
The quality and breath of course offerings as reflected in syllabi and the investment in review of both curriculum and pedagogy
are key components in successful student learning. These competencies are measured discretely in course assessments and
more universally in juries and in the practical application of their learning in the practice of theatre. External feedback from
KCACTF respondents and our NAST consultant reflect that student performance is impressive.
The strength of the faculty and the college’s investment and commitment to hiring an adequate roster of full-time faculty
provide the means to accomplish the ambitious pedagogical goals and initiatives stated in the unit’s mission.
Assessment of Strengths, Areas for Improvement
The Strengths of the Theatre Unit: The Curriculum as Composed:
The structure and organization of the curriculum requires all students to study both in performance and production. In New
York City, theatre, unlike music and the visual arts, is not a required offering in the secondary school system. Students may
have extracurricular experience in theatre, but little breath of knowledge and understanding of the theatre as an artistic
discipline or profession.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
We have a diverse student body and strong student to faculty engagement. Contact hours with students on the part of theatre
faculty are extensive and community college students benefit from the additional contact with their mentors.
The resources of the unit, the quality and professionalism of faculty and staff, and funding and administrative support are
outstanding and unusual for a community college. The number of full-time faculty also provides students with strong academic
advisement and support.
The Theatre Unit prides itself on a full-time faculty and staff with both strong teaching and artistic credentials. Faculty
continues professional creative work and also present at Association for Theatre in Higher Education (ATHE) and other
academic conferences. They also provide leadership for The Kennedy Center American College Theater Festival (KCACTF).
CHALLENGES:
Securing reliable data that is discrete to the Theatre Unit is arduous for both faculty and the Office of Institutional Research.
Compounding the difficulty is the differing software used by various constituencies on the campus in tracking students.
In regards to facilities, additional storage space is needed. There is a lack of rehearsal studios for students to use independently
of their professors for a community college. More rooms need to be fitted with rehearsal furniture. Additional classroom space
would allow for expanded sections of theatre courses.
There are limited scholarship dollars or stipends for student employment in the theatre.
There is an over-scheduling of the theatres on campus and lack of consultation with faculty in making physical changes to the
facilities.
OPPORTUNITIES
The proximity of the college to the city’s theatrical and cultural resources allows students to have access to area professionals to
supplement the faculty and staff.
Resources of the Theatre Development Fund, which offers CUNY-wide courses in theatre, internships and the ticketing
program for CUNY students, provide unique opportunities for student learning.
Plans for Addressing Weaknesses and Improving Results
Facilities: Additional cabinets will be added to the scenic shop to maximize space and better organize the shop.
Currently, student may reserve a classroom for the purpose of rehearsals. The unit will investigate adding simple rehearsal
furniture to the classrooms that are dedicated to the Department of Speech Communication and Theatre Arts.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
CUNY application procedures hamper the effort to identify students in advance of enrollment and advisement. The campus has
implemented a new policy mandating that incoming students declare a concentration in VAPA, which should assist in tracking
students.
Improving graduation and retention rates of students is a campus-wide objective. The unit has requested notification from the
Starfish “early alert” system so that theatre advisers will be aware of student performance issues both inside and outside of
theatre courses.
The unit continues to work with campus constituencies to improve availability of rehearsal space for students. This is a campuswide issue that will take time to improve.
There are limited scholarship dollars or stipends for student employment in the theatre. The Theatre Unit has been working with
staff in the Office of Financial Aid to identify theatre students who qualify for work-study and to alert students to on-campus
opportunities. Additionally, the unit has been granted permission to use box office monies for student stipends. The unit will
also approach the Office of Institutional Advancement for assistance in building scholarships for Theatre students.
Overscheduling of the theatres on campus and lack of consultation with faculty in making physical changes to the facilities has
been a challenge. The unit will work with the Office of Academic Affairs and Institutional Advancement to advocate for more
faculty involvement in the administration of these facilities.
Major conclusions of external reviewers
NAST VISITORS’ REPORT (January 19, 2015)
Recommendations for Short-term Improvement
 Consider the development and approval of a more formalized scheduling policy of the QPAC that also sets criteria for
prioritization of theatre and music events;
 Consider a more equitable distribution of production management duties so that they are not on the shoulders of one
faculty member.
 Consider finding a space in which theatre students can congregate as they wait for their next class or rehearsal or work
call.
 Consider exploring Federal Work Study and institutional student assistantship opportunities in order to help staff the
scene and costume shops while also developing students with interests in design and technical theatre.
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Queensborough Community College
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Year-end Report – Teaching Department
Year: 2014- 2015
Upgrade to Shadowbox grid circuitry is needed.
Movement courses and dance rehearsals should be scheduled in rooms with a sprung floor.
Primary Futures Issues
It seems that the primary issue for the entire college is adequate space for faculty and classes. Thus the institution is encouraged
to explore creative ways to further utilize available space.
Suggestions for Long-term Development
 Space issues as mentioned above.
 Consider adding an additional design faculty member in the department to further develop the design area.
 Consider developing of a formalized policy for departments to request capital funds for building/facility maintenance,
renovation and/or construction.
 Consider renovation of a current studio space to include a sprung floor for movement/acting classes (this is a health and
safety issue).
Plans for Addressing Weaknesses and Improving Results
 Ongoing faculty review of the recommendations of the visiting team.
 New circuits to be added to Shadowbox grid.
 Long term schedule for student performances in QPAC established.
 Movement classes and choreography rehearsals moved to QCC dance studios.
NAST COMMISSION REPORT (April 22, 2015)
In their Commission Action Report dated April 22, 2015, NAST voted to defer action pending Response to the following
concerns:
1. The lack of clarity in how the A.S. in Visual and Performing Arts, Theatre Arts Concentration (Acting, Technical
Theatre) degree title meets NAST standards regarding consistency between title and content of degree.
2. Clarification is needed pertaining to the institution’s compliance with current NAST standards concerning credit and
time requirements, specifically with regard to publication of policies, and institutional procedures.
3. A discipline specific document of the guidelines for promotion and tenure for the arts.
4. Clarification must be provided for how the 7 credits (SP211, HE101 or HE 102, DAN100, a Laboratory Science) are
classified.
Resulting action plan
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
To address the commission’s concerns, the following actions have or will be taken:
1. The four arts disciplines within the Visual and Performing Arts degree voted and agreed to pursue an application for
“Change of Degree Title”. The revised degree title will be “A.S. in Theatre Arts, Acting or Technical Theatre
Concentration”.
2. Theatre faculties, in collaboration with the administration, will review these standards (see NAST Handbook 2014-15,
Standards for Accreditation III.A.4. and 6.) to provide a comprehensive reply demonstrating and documenting
compliance. Clarity should specifically focus on a) the procedures used to make credit hour assignments for courses,
programs, and other requirements consistent with the credit hour policies applicable, b) the means used to ensure
accurate and reliable application of its credit hour policies and procedures; and c) a citation noting the location of the
statements provided to address the items above in printed or Web-based publications.
3. The commission has asked for a status report regarding the development of a discipline specific tenure and promotion
document. While NAST notes that the institution meets NAST standards in this area, such guidelines provide structure
and guidance in supporting the work of theatre faculty. Theatre faculties are actively engaged in creating a draft
document of these guidelines for submission to, and approval by, the administration. The status of this work will be
documented and submitted to the commission in its status report.
4. The commission has asked for a status report regarding how the 7 credits (SP211, HE101 or HE 102, DAN100, a
Laboratory Science) are classified and documentation of a revision to the institution’s publications reflecting accurate
and consistent information.
DUE DATE FOR RESPONSE
The due date for consideration at the Commission meetings of March 2016 is February 1, 2016.
2b.
Program review follow-up (from 2013-14 to 2014-15)
Action item from program review
Timeline for completion
Accomplishments during current year
Not applicable
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
3a.
Course assessment follow-up (from 2013-14 to 2014-15)
Course(s) assessed from
previous year
Action plan from previous year
Evaluation of Results
Follow-up
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Year-end Report – Teaching Department
Queensborough Community College
SP211 (Listening)
SP211 (Speaking)
3b.
Improving students listening
skills (critical listening and
comprehension)
Students modestly improved their
listening and comprehension
skills and also showed
improvement in certain aspects of
critical listening skills
Improving seven speaking
Students overall improved in all
skills while delivering a speech the mentioned speaking skills.
:language, volume, rate,
fluency, eye-contact, gesture
and posture
Year: 2014- 2015
Faculty added more in class
activities to practice listening
skills.
Faculty to add in class
activities to allow students to
practice the mentioned
speaking skills
Speech
Course assessment: current year
Course(s) assessed
(list individually)
Relevant General
Educational
Outcomes
SP211
SP211
Relevant Curricular
Outcomes
Evaluation of Assessment Results
Action plan
Listening (Gen Ed 1)
If we compare Fall 14 students’ results
with Spring 14, Fall 13 and Spring13
students’ results, we can definitely
conclude that Fall 14 students improved
their performance at comprehension
level possible due to the increased
number of listening activities faculty
members performed in their classes
during the semester.
Speaking (Gen Ed 1)
The overall growth rate shows that
students improved their ability to speak
in front of an audience at an acceptable
rate in all the in all seven assessed
speaking skills as depicted in the
following chart.
On ability to recognize parts of
the speech: faculty will give
more emphasis to the concept of
topic identification and main
ideas identification and
credibility statement. We noticed
improvement regarding citing
sources, however, faculty will
add additional library sessions
and create target exercises to
identify citation in speeches and
to incorporate citation while
delivering speeches following
the MLA citation style for oral
citations.
Although a speech club was
created with the idea of offering
students a space where to
additional practice their speaking
skills, our data do not reflect any
positive change due to the
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Queensborough Community College
Year-end Report – Teaching Department
Students overall improved 17 % between
Speech 1 and Speech 2, with the largest
increase for EYECONTACT (21.6%)
and POSTURE (21.4%). Good
improvement was also shown for and
GESTURE (16.1.), RATE (17.1%) and
VOLUME (18%). The least amount of
improvement was registered for
LANGUAGE (13.5%). FLUENCY
(13%),
SP321
Apply aesthetic and
intellectual criteria in the
evaluation or creation of
works in the humanities or
the arts
Year: 2014- 2015
presence of such a speech
club.The club was co-curricular
rather than integrated into course
activities. Therefore we
recommend that individual
instructors add more in class
exercises to improve students’
speaking skills at delivery.
Moreover we recommend the
creation of three ad-hoc
assessments and rubrics to
individually measure Language
Growth, Verbal and Non Verbal
Skills.
The assessment results indicate
that students made some
progress in their development
of External Imagery. In the
first assessment, External
Imagery seemed to be an
element that people either
grasped or did not; there was
little middle ground. The
second assessment indicates
some movement towards the
Upper Milestone; even though
there were fewer at the
Capstone level, the results
indicate that the group as a
whole better understood the
concept of external Imagery.
Provide additional
instruction, explanation
and/or discussion on the
concept of External
Imagery, especially early in
the course.
17
Queensborough Community College
TH111 (as part of
VAPA assessment of
Gen Ed outcomes.
Apply aesthetic and
intellectual criteria in the
evaluation or creation of
works in the humanities or
the arts
Year-end Report – Teaching Department
Small sample of 17 students.
Students observed a live
performance and used a rubric
to create a written evaluation.
Students apply aesthetic
criteria/evaluation by
identifying or creating visual
cues to/on an established or
created work of art:
EXCEEDS STANDARDS:
12%
CLASS LEVEL: 35%
BASIC: 35%
BELOW: 18%
Students will apply
intellectual
criteria/evaluation by
identifying or using theory
and or artistic accuracy to/on
an established or created
work of art:
EXCEEDS STANDARDS:
12%
CLASS LEVEL: 29%
BASIC: 41%
BELOW: 18%
Year: 2014- 2015
It is essential to do this
assessment over the course
of the next academic year
and subsequent years to get
an accurate account if the
courses are providing
assignments that best meet
this objective. We have
learned from this
assessment that, in fact,
students are successfully
achieving the general
education outcome,
achieving higher levels
than anticipated.
The same test instruments
will be used in future
sections of the course and
more student results
include as part of the
assessment.
The current rubric will be
used going forward to
guide student writing.
Students will use the proper
lexicon to their discipline to
appropriately write/discuss
the work.
EXCEEDS STANDARDS:
41%
CLASS LEVEL: 23%
BASIC: 18%
BELOW: 18%
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Year-end Report – Teaching Department
Queensborough Community College
SP 471 PNET & M4
Fall 2014
To recognize historical
processes in the formation
of ideas, cultural
movements, political
institutions, economic
trends, and social
structures
See below
Year: 2014- 2015
Adjust role of text book in
course.
Create Power Point
presentations that are
contextualized by the
assigned readings to
encourage student
completion of assigned
readings.
To differentiate and make
informed decisions about
issues based on value
systems (ethical,
philosophical, religious,
cultural, and political)
To make informed
judgments of the
humanities and the arts as
aesthetic and intellectual
experiences
Quiz and Exam Data – SP471
SP 471 M4
29 Students
(0 WU)
Quizzes
(11 total)
90-100
80-89
70-79
60-69
0-59
1
2
6
6
14
Midterm
90-100
80-89
70-79
60-69
0-59
14
6
4
1
4
3%
7%
21%
21%
48%
SP 471 PNET
22 Students (2
WU)
Quizzes
(10 total)
90-100
80-89
70-79
60-69
0-59
4
6
6
2
4
18%
27.5%
27.5%
9%
18%
48%
21%
14%
4%
13%
Midterm
90-100
80-89
70-79
60-69
0-59
3
11
6
1
1
14%
50%
27%
4.5%
4.5%
19
Year-end Report – Teaching Department
Queensborough Community College
Final
90-100
80-89
70-79
60-69
0-59
10
11
3
3
2
35%
38%
10%
10%
7%
Final
90-100
80-89
70-79
60-69
0-59
7
6
7
1
1
Year: 2014- 2015
32%
27%
32%
4.5%
4.5%
Final Grade Distribution (Aside from tests and quizzes, this factors in attendance and participation as well as an extra credit assignment):
SP 471 M4
29 Students
(0 WU)
90-100
80-89
70-79
60-69
0-59
4.
12
11
3
1
2
41%
38%
10%
4%
7%
SP 471 PNET
22 Students (2
WU)
90-100
80-89
70-79
60-69
0-59
7
8
5
1
1
32%
36%
23%
4.5%
4.5%
Results of certification examinations, employer and alumni surveys, student surveys, advisory board
recommendations (if applicable, please use the table below)
Data Source
Results
Action plan
Employer/alumni surveys, including
graduation and placement survey
Alumni survey on Facebook.
Limited response.
Create an alumni night at departmental
performances and distribute survey.
Student surveys (current students)
Fall 2014, Students indicate
satisfaction with faculty, requested
additional course hours be added to
performance hours, and musical be
produced.
Faculty reviewing TH121 and TH221 for
additional studio hours vs dropping cap on
course.
Certification exams
Musical scheduled for fall 2015
Advisory Board recommendations
5. Other assessment activity (if applicable)
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
The Theatre program conducts student juries at the end of each semester measuring student progress within the
discipline. At the completion of the fall semester, all majors present a monologue or portfolio of work to a committee
comprised of all full time theatre faculty and staff. In spring, students in TH121, TH151, TH221 and TH134 present
before the jury. Faculty use common rubrics to assess performances and course specific rubrics for TH134.
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2014-2015
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2014-2015.)
Departmental goals/objectives 2014/2015
Strategic
Plan Y/N
Y
Y
Evaluation of achievement
Resulting action plan
Completed and submitted to NAST
Application submitted, decision by
NAST deferred.
For Speech and Theatre Courses: Review of
Assessment results and a series of
recommendations or changes developed.
Theatre courses will be grouped by SLO’s
(programmatic and Gen. Ed) and assessed
accordingly.
Revise and submit TH134- Costume
Construction as permanent addition to
Theatre Program
Install video recording booth in Media Lab
for use by SP211 students enabling them to
record and review their speeches.
Y
Courses assessed in 2014-2015 –
SP211, SP321, SP020, SP006
See 2a
Submit report to NAST
clarifying satisfaction of
standards.
See 3b
Y
Incomplete.
To be moved to 2015-2016
goals
Y
Offer course every other
semester.
Establish Extracurricular Speech Society
Y
Completed. Course approved and
listed as an elective within the
major.
Completed. The installation
dramatically increased student
usage of the lab and also supported
English classes.
Completed.
Completion of Programmatic Self Study
Obtain Associate Membership to NAST
Y
Continue use of recording
booth for speech courses.
Expand to included
community discussion
activities to course
requirements.
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Queensborough Community College
Year-end Report – Teaching Department
Establish New Concentration in
Entertainment Media Studies for VAPA
Creation of new courses in AVID editing.
Y
Ongoing
Y
New Course prepared for
submission to Curriculum
Committee in the fall of 2015.
Review Speech Testing process and revise
as needed.
Y
Ongoing. New faculty in TESOL
hired for start in fall 2015.
Hire TESOL specialist
Y
Completed.
Fall – 2014 Create uniform templates for
universal course assessment of SP005, 006,
007, 020.
Y
Spring 2015 – Distribute templates and
assess courses SP005.006,007,020
Y
Incomplete. Faculty have met to
establish new rubrics. Assessment
templates created for SP006 and
SP020.
SP006 and SP020 assessed.
Continue Pilot with Baruch in the use of
VOCAT. Evaluate for wider distribution.
Y
2.
Complete. The collaboration
between Media Lab CLT and
faculty have simplified the process.
Year: 2014- 2015
Add an advanced level
Video Production Course
Course to be scheduled in
the course offerings of
Continuing Education in
2015-2016.
New faculty member to
work with departmental
faculty in implementing
improvements to testing
process.
New Asst. Professor in
TESOL to begin in fall
2015.
To be continued in 20152016.
Assessment to be expanded
to sections taught by
adjuncts.
To be extended to additional
faculty for use..
Goals/objectives for 2015-2016
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2015-2016)
Departmental goals/objectives 2015-2016
Complete and submit a report of progress to NAST
Establish Theatre Concentration in the A.S. in VAPA
as an AS in Theatre.
Mission/
Strategic Plan
Y
Y
Planned method of evaluation
Report submitted to the commission by 2/1/16
A.S. in Theatre approve by NYSED.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Revise all materials to reflect change of degree title.
Y
Obtain accreditation from NAST for A.S. in Theatre
Y
Creation of a handbook on tenure and promotion for
Theatre faculty.
Y
Update and revision of Student Handbook for Students
Y
Publications, forms and media sources reflect new
title.
Offer of membership and accreditation from
NAST
Draft of handbook completed by 2/1/2016 and
submitted to administration for review and
approval.
New handbook available for fall 2015.
Update of SP211 Handbook for Faculty
Search for new CLT/ Asst. Technical Director
Search for Lecturer in Speech Communication to
replace faculty member who is retiring.
Continued upgrading of Lighting Inventory to include
additional LED fixtures
Install a Clear-Com system in the Shadowbox Theatre
Add additional course work in Media and
Communications.
Create new articulations for AS in Theatre
Offer SP211 in BTECH
Add clicker technology to more classrooms.
Introduce clickers to SP 211 assessment process
Add additional desk to office so as to accommodate
new hire.
Y
Y
Y
Revised handbook available to faculty.
Successful hire of new CLT
Successful hire of new lecturer
Y
Requested for 15-16
Y
Y
“
“
New course approved and available by Fall
Y
Y
Y
Successful articulations registered.
Sections scheduled and students enrolled.
Number of clicker enabled classrooms expanded.
Successful use of clickers in listening assessment.
Relocation of office printer, adjunct files and
installation of new desk.
Y
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