Chabot College
Program Review Report
2015 ‐2016
Year 1 of Program Review Cycle
Theater Arts
Submitted on October 24th, 2014 Created by Dov Hassan and Rachel LePell Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. TA 12 - Demonstrate respect for others - teamwork- and collaboration_A General
Rubric
Ready
New Copy_THTR 12 - Compare and Contrast films of different genres_THTR 12 Compare and Contrast films of different
Ready
New
Copy
TA 12 Analyze
films for
content and
form
A General
Rubric
New Copy_THTR 16 - Students will distinguish between a screenplay and a play for
the stage._THTR 16 - Student Manuscripts
Ready
New Copy_THTR 16 - Students will develop characters_THTR 16 - Students will
develop characters
Ready
New Copy_THTR 16 - Students will learn appropriate critique strategies._THTR 16
- Critique Strategies
New Copy_THTR 2 - Students will demonstrate respect for others, teamwork_A
General Rubric
Ready
New Copy_THTR 2 - Demonstrate ability to analyze dramatic trext as appropriate
for the actor_THTR 2 - Demonstrate ability to analyze dramatic t
Ready
New
Copy
TA 2 Students
will
demonstrate
acting
principles in
complex
exercises,
complex
scene work
in character
building
A General
Rubric
New Copy_THTR 30 - Students will participate in the developmental process of a
new play--discussion and revision_THTR 30 - Students will participate in the develop
Ready
New Copy_TA 30 - Demonstrate teamwork - respect for others_A General Rubric
Ready
New
Copy
TA 30 Students
will
sucessfully
collaborate
on
rehearsing
and
producing
an original
play
A General
Rubric
THTR 47 - students will work on text analysis_THTR 47 - students will work on text
analysis _Assignment
Ready
New Copy_THTR 47 - Students will be team players, part of creative ensemble.
_THTR 47 - Observation Attitude
Ready
New
THTR 47 Students
THTR 47 -
Copy
will create a
role for
performing
in a
production.
Study Skills
TA 10 - Demonstrate clear, visionary, co-operative communication skills and
teamwork_A General Rubric _Assignment
Ready
New Copy_TA 10 - Students will synthesize information gleaned from reading,
lecture, discussion and visual media regarding the definition of theater and in live
performance_A General Rubric
Ready
New
Copy
TA 10 Demonstrat
e critical
thinking
skills in
response to
plays, read
and/or seen
A General
Rubric
Assignment
New Copy_TA 1 - Student will demonstrate some of the basic principles of acting by
practicing and performing exercises, improvisations, and/or scence work_A General
Rubric
Ready
New Copy_TA 1 - Student will demonstrate co-operation and communication in
variety of creative projects_A General Rubric
Ready
New
Copy
TA 1 Students
will
demonstrate
teamwork, a
responsibilit
A General
y toward
Rubric
others
including
being an
active-listen
ing audience
member
New Copy_THTR 48 - Students will build set pieces for current production(s) in
Theater Arts. _THTR 48 - Observation
Ready
New
Copy
THTR 48 Students
will work in
the scene
shop in a
safe and
responsible
manner.
THTR 48 Student
Attitude
Assign
Course Theater 1 Semester assessment data gathered Fall 2012 Number of sections offered in the semester 4 Number of sections assessed 4 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Spring 203 Faculty members involved in “Closing the Loop” discussion Dov Hassan, Rachel LePell Form Instructions: •

Complete a separate Appendix B2 form for each Course‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.
•

Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. 
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. 
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. •
•
Part I: Course‐Level Outcomes – Data Results Consider The Course‐Level Outcomes Individually (the Number of CLOs will differ by course)
Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) (CLO) 1:
Students will demonstrate concentration 100 and precision in physical expressions
100 75‐100 (CLO) 2: Students will practice physical and vocal techniques utilized for beginning acting projects
(CLO) 3:
Students will analyze texts for scene understanding of various plays (CLO) 4:
Students will demonstate collaboration and teamwork by active listening and responding to others’ ideas and gestures in a positive way, as well as incorporating others’ suggestions into their scenes and improvisations 100 If more CLOs are listed for the course, add another row to the table. * Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?
Part II: Course‐ level Outcome Reflections a.
A. Course‐Level Outcome (CLO) 1:
a. 1. How do your current scores match with your above target for student success in this course level outcome? Very well a. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are accomplishing this CLO quite effectively a. B. Course‐Level Outcome (CLO) 2: a. 1. How do your current scores match with your above target for student success in this course level outcome? Very well a. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are accomplishing this CLO quite effectively. C. Course‐Level Outcome (CLO) 3: a. 1. How do your current scores match with your above target for student success in this course level outcome? well a. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are still striving to make the text analysis portion of this course to have better overall percentage of scores higher than they presently are. We are experimenting with various methods of scene analysis, and incorporating more teamwork and discussion. D. Course‐Level Outcome (CLO) 4: a. 1. How do your current scores match with your above target for student success in this course level outcome? Well a. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This is an area where we consistently excel. Our Theater One course results in high levels of ensemble work, often with new discoveries for the students on how to work physically, vocally, and emotionally with the rest of the class. They often believe that the class as a whole becomes a “family” by the end of the semester. We see this repeated in all the theater production courses as well. E. Course‐Level Outcome (CLO) 5: Add if needed. n/a Part III: Course Reflections and Future Plans
a. 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? We continuously strive to refine the discreet skills, identify/name them, and show how they are linked together over time. a. 2. Based on the current assessment and reflections, what course‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Same answer as #1 a. 3. •
•
•
•
•
•
What is the nature of the planned actions (please check all that apply)? χ
Curricular χ
Pedagogical………….XX χ
Resource based χ
Change to CLO or rubric χ
Change to assessment methods χ

Other:____________________________________________________________
_____ Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. Course Theater 2 Semester assessment data gathered Fall 2012 Number of sections offered in the semester 2 Number of sections assessed 2 Percentage of sections assessed 100 Semester held “Closing the Loop” discussion Spring 2013 Faculty members involved in “Closing the Loop” discussion Dov Hassan, Rachel LePell Form Instructions: •

Complete a separate Appendix B2 form for each Course‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.
•

Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. 
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. 
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. •
•
Part I: Course‐Level Outcomes – Data Results Consider The Course‐Level Outcomes Individually (the Number of CLOs will differ by course)
Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) (CLO) 1:
Students will demonstrate concentration 100 and precision in physical expressions
100 (CLO) 2: Students will rehearse scenes (CLO) 3:
Students will analyze texts for scene understanding of various plays 75‐100 (CLO) 4:
students will perform in a realistic scene 100 If more CLOs are listed for the course, add another row to the table. * Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?
Part II: Course‐ level Outcome Reflections a.
C. Course‐Level Outcome (CLO) 1:
a. 3. How do your current scores match with your above target for student success in this course level outcome? Very well a. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are accomplishing this CLO quite effectively a. D. Course‐Level Outcome (CLO) 2: a. 3. How do your current scores match with your above target for student success in this course level outcome? Very well a. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are accomplishing this CLO quite effectively. C. Course‐Level Outcome (CLO) 3: a. 3. How do your current scores match with your above target for student success in this course level outcome? well a. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are still striving to make the text analysis portion of this course to have better overall percentage of scores higher than they presently are. We are experimenting with various methods of scene analysis, and incorporating more teamwork and discussion. D. Course‐Level Outcome (CLO) 4: a. 3. How do your current scores match with your above target for student success in this course level outcome? Well a. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This is often the capstone of the class, and high percentages of students succeed. E. Course‐Level Outcome (CLO) 5: Add if needed. n/a Part III: Course Reflections and Future Plans
a. 4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? We continuously strive to refine the discreet skills, identify/name them, and show how they are linked together over time. a. 5. Based on the current assessment and reflections, what course‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Same answer as #1 a. 6. •
•
•
•
•
•
What is the nature of the planned actions (please check all that apply)? χ
Curricular χ
Pedagogical………….XX χ
Resource based χ
Change to CLO or rubric χ
Change to assessment methods χ

Other:____________________________________________________________
_____ Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: __Theater Arts____
•

PLO #1: Teamwork and collaboration:This is excellent program goal, as faculty develop and implement pedagogical
strategies to achieve it. This comes “naturally” to our work in theater, since each project in our discipline
requires working with other artists.
•

PLO #2: Critical Thinking: This is also an excellent program goal, as, again, faculty refine their curricula and
pedagogy to strengthen these student skills. We are often exploring the intersections between the critical analysis
of material with the more instinctive, fresh, creative impulses used in response to dramatic material.
PLO #3: •

Exploration of creativity and personal expression though the practice of theater skills.
Again, this is
excellent program goal, for the same reasons listed above. We know that students experience increased
self-confidence when encouraged to explore their creative ideas, and this confidence leads to myriad educational
goals, not the least is to complete their goals at Chabot and move into the next stage of their lives.
•

PLO #4: N/A
What questions or investigations arose as a result of these reflections or discussions?
How can we increase our supply and personnel budget to be able to mount fully realized productions? In other words, how can we increase our production values? How can we help theater students see more connections in both their other theater courses, as well as in other areas of their education as well.
What program‐level strengths have the assessment reflections revealed? We engage our students in full and active ways, often resulting in life‐changing choices for them.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
We would like to expand our offering of large(r) productions, i.e. musicals, theater for young audiences, large‐scale plays. We need to offer our students this more complete achievement of participating in larger shows with high production values.