DEPARTMENT OF THEATRE AND DANCE

2015-16 ANNUAL REPORT (July 1 through June 30)

1. Introduction

In 2015-2016, the department implemented the EdTPA assessment tool in concert with the

College of Education. All of the department’s faculty that teach education classes were

deeply involved in training and in instructing the first batch of students in this process.

We also spent some time this year responding to NAST recommendations in written

response, which happily resulted in the department receiving full renewal of membership.

We now look ahead to the 2016-2017 academic year to produce the self-study for NASD.

Two Departmental probationary faculty members, both in dance, underwent pre-tenure

evaluation. One theatre faculty went through post-tenure highly successfully. Two faculty

members in theatre went through tenure review, of which one was granted tenure and the

other was denied. Replacing this position for 2016-2017 will be a primary task for the

coming year.

Most of the faculty members are earnestly and actively engaged in departmental activities—

recruiting, service, production planning, etc. The one that is not is still a drain on the

program, both in resources and morale. We are experiencing a third year of increased

enrollment in the department, and expect 167 majors registered for classes by Fall 2016. The

largest increase was in Theatre, with dance showing a small reduction from the previous

year.

Strategic concerns continue to include the impact on our department of the curriculum

changes in the College of Education, namely EdTPA, the MAT5, and the new Education

Minor that is now required of its students, the date of its implementation seemingly to be

advancing sooner that advertised. The musical theatre concentration has completed its third

year, and while there is still work to accomplish in its curriculum, enrollment is encouraging

with 25 students officially declaring it as their emphasis. This is a 12% increase from the 21

in 2014-2015, and 3 times the 12 students in the first year, 2013-2014. As articulated by the

latest NAST final accreditation report, there is a strong need for a full-time professor in the

musical theatre and acting curriculum, and NAST clearly recommended that our next hire fill

this gap.

1.1. Department of Theatre and Dance

1.2. Department/Program Mission Statement:

The mission of Winthrop University’s Department of Theatre and Dance is to foster

individual students' aesthetic, intellectual, and creative development within the

context of a liberal arts education as they pursue a Bachelor of Arts in Theatre or in

Dance. Through class instruction, private coaching, mentoring, and performance, the

department advocates both theoretical and creative explorations to achieve an

understanding of the social, political, historical, and technological aspects of theatre

and dance. We strive to afford opportunities for students to develop a significant level

of competency in one emphasis in theatre (performance, design/technical, musical

theatre, K-12 teacher certification) or in dance (performance, K-12 teacher

certification).

Theatre Program Goals:

The goals of the B.A. in Theatre Curriculum at Winthrop are as follows:

1. Students should demonstrate a fundamental understanding of and appreciation for

the creative processes of theatre, the socio-historical contexts and the nature of the

theatrical event.

2. Students will achieve basic skills in performance and production.

3. Students should demonstrate a sense of commitment and a positive attitude that

will foster the creative process.

4. (Certification Emphasis): The student will be an effective decision maker in

directing the education of students.

Dance Program Mission and Goals:

The dance program at Winthrop University prepares students for careers and future

study in dance by fostering their aesthetic, technical, intellectual, and creative

development within the context of a liberal arts education. In order to achieve this

mission, the program provides students with opportunities to participate in studio-

based practices and explorations as well as performance and other relevant

educational offerings. The program serves both the university and local community

in enhancing their knowledge of the discipline of dance from a holistic perspective,

including the political, historical, cultural, and technological events that have

contributed to its evolution.

o To provide a developmentally sequenced curriculum of studio and theory

courses that exposes dance majors and minors to a breadth of skills,

knowledge, and critical thinking.

o To nurture artistic leadership in students through opportunities to perform,

choreograph, teach, design, stage manage, participate in internships, and be

involved in professional organizations.

o To promote collaborative experiences that develop students’ communication

skills, appreciation of diversity, and adaptability to change in all artistic and

interdisciplinary endeavors.

o To prepare students for successful careers as educational leaders in public and

private K-12 education.

1.3. Goals

1.3.1. New Goals for 2016-17

GOAL: A successful search for a new theatre faculty, credentialed in acting

and/or musical theatre, and proficient in teaching both.

i. A search committee has been created. Following specific guidelines

from the provost office, we are hoping for a successful search that

offers diversity in its candidates.

GOAL : Increase enrollment

i. Specifically in dance that suffered a small hiccup in numbers this

academic year. New recruitment efforts will include reaching out to

community colleges in the state and this region.

GOAL: Revise the acting and musical theatre curriculum to better reflect current

training practices and expectations. This is part of a goal from last year that the

department failed to accomplish.

i. The musical theatre curriculum is in its 4th year, and we have

learned much through assessment since its original planning.

1.4. Current year’s Work Plan (list areas of substantial progress)

1.4.1. GOAL: Continue to monitor Theatre and Dance programs to make sure they are

addressing NASD and NAST accreditation recommendations. RESPONSE: This is

an ongoing, never-changing goal. Our annual reports this past year presented

positive responses to accreditation concerns. The next NASD self-study is due in

2018, and we will address all accreditation standards in our response. All

accreditation concerns/recommendations of NAST and NASD are expected to

be successfully addressed. 1.4.2. GOAL: Continue to seek additional and upgraded spaces, equipment, tools, and

materials for instruction in all departmental areas. RESPONSE: This is an ongoing,

never changing goal. The lighting renovation from summer 2015 was completed in

the fall of 2015, specifically the addition of 40 LED stage lighting fixtures, better

connectivity, a top-of-the line console, and an upgraded (safe) house lighting system

Progress Achieved. 1.4.3. GOAL: Seek new or revised curricula proposals to accommodate our students’

needs in all program areas. RESPONSE: We created a new 1-credit Education

Seminar course, both graduate (THED/DCED 593) and undergraduate

(THED/DECED 393), to serve the EdTPA students as they complete their EdTPA

portfolios. In addition, we created a graduate level DCED/THED 593 Field

Experience class (formally Junior Field Experience) to serve the graduate MAT5

students. We made changes to DCED 391 and THED 391, to align curriculum

revisions made to Professional Education Core in the College of Education. Progress achieved. An ongoing process.

1.4.4. GOAL: Continue with audience development initiatives. RESPONSE: The

season subscription brochure will go in the mail to several thousand patrons by July,

as it has every year—including the members of the revived First Nighters club. The

online ticketing system has increased substantially the credit card sales we are

generating. The Community Engagement and Communication Director for CVPA

(a revised position for 2015-2016) has taken responsibility for promoting our events

on a variety of online media sources. We work together well in complimenting each

other’s efforts. We have continued the student outreach program where we

presented Winthrop Dance Theatre, Jane Eyre, and Legally Blonde: The Musical to

high school and middle school students at a morning matinee. The musical drew the

largest response in attendance, effectively selling out, if not for a last minute

cancellation. Still 262 seats were sold for that performance. Jane Eyre only drew 62

in attendance. This was partly due to the subject, but mostly due to how early in the

year it was for schools. We will continue with the program for 2016-2017 for three

productions, WDT, The Wiz, and Merchant of Venice, and advanced ticket sales are

already outpacing last year. Progress Achieved. This will be an on-going process

1.4.5. GOAL: Focus recruiting efforts on areas of greatest return and procure a

recruitment display that will present the department effectively and professionally.

RESPONSE: The department sent representatives to the state theatre and dance

conferences, to college fairs at the Greenville Fine Arts Center, and Charlotte arts

magnet schools, as well as SETC, NETC, NCTC and SCTA. We did not host the

Palmetto Dramatics Association / SC Thespians annual convention this year, but the

department chair went and served as a scholarship judge, which did directly yield

one student. We partnered again with the Mass Communication Department to host

a recruiting day in our building during the month of September. The department

identified several dance festivals where we should have a presence, and sent two

representatives to the National High School Dance Festival in Norfolk, VA which

yielded 1 new student directly, a dancer from Washington state. Travel to the North

Carolina Theatre Conference (NETC) yielded the Mary Howey-Deckle scholarship

recipient Deven Ginyard. Recruitment efforts have been beneficial. Enrollment for

2016-2017 is up for the department thanks to strong increases in theatre, but is

tempered by a reduction of 6 over-all students in dance from the previous year. The

dance program graduated 11 students in 2015-2016, which partly accounts for the

apparent drop in enrollment numbers. Progress Achieved. This will be an on-

going process

1.5. Budget Status (update from budget request and planning report, including emerging

resource needs)

1.5.1. Using departmental funds, we made more purchases of

1.5.1.1. Sound equipment in support of the musical theatre concentration.

1.5.1.2. Yeager Lighting Lab equipment to supplement the CreatorSpace.

1.5.1.3. Vectorworks CADD software upgrade for the Mac lab.

1.5.1.4. A new washing machine for the costume shop.

1.5.1.5. Percussion instruments for the Music for Dance class.

1.5.1.6. Updated tools for the scene shop.

1.5.1.7. New faculty printers (2).

1.6. Highlights of Faculty/Staff/Student/Program Achievements (use bullet points)

Full renewal of membership with NAST

1.6.1.1. Theatre Master Class with Broadway veterans Erick Buckley and Robin

Irwin.

1.6.1.2. ACDA piece “In the Middle, choreographed by Stacy McConnell was

selected as a gala showcase piece at the festival in Atlanta Georgia.

1.6.1.3. Theatre Master class in African American Monologues with Troy

Scarborough

1.6.1.4. Hosted master class with Keith Martin on “What I need to learn in

Undergraduate School”

1.6.1.5. Ballet Master Class with dancers from Dance Theatre of Harlem.

2. Overview

2.1. Evaluation of Mission Statement (changes, developments)

The department mission statement was lauded by the visitors for NAST in 2013.

2.2. Governance Structure

All faculty and non-student staff report directly to the chair. The Dance Program

Director functions as a liaison between dance faculty and the chair. Student workers in

the department report either to the Administrative Specialist or to individual faculty who

supervise the box office or a production studio.

2.3. Statistics

2.3.1. Headcount of full and part-time Staff

1 @ administrative specialist (full time)

1 @ costume studio supervisor (part time)

1 @ accompanist (hourly staff)

1 @ scenic studio supervisor (part time)

2.3.2. Headcount of faculty: tenured, tenure track, full-time temporary, and part-time

Number of FT faculty (FTE positions)

2 @ full professor (theatre)

1 @ instructor (dance and theatre)

4 @ assistant professor—tenure track (1 theatre/3 dance)

1 @ assistant professor (fixed term) (1 theatre)

2 @ associate professor (3 theatre/1 dance)

1@ full professor of theatre and dance serving as asst. dean and teaching part time

in the dept. and in the MAAA Program

1@ full professor serving as department chair.

Number of Adjunct faculty

5 dance

3 theatre

2.3.3 Headcounts of full-time and part-time undergraduate students

Degree Program Fall 15 Spring 16 Degrees Awarded

(including summer

2015)

BA, Dance Perf. 33 32 8

BA, Dance Ed. 22 21 3

BA, Theatre Perf. 57 51 11

BA, Theatre Ed. 16 17 1

Musical Theatre 18 16 2

BA, Theatre

Design/Tech.

20 18 2

Total All 166 155 27

2.3.4 Student Credit hours of undergraduate students

Undergraduate CHP Summer 2015 Fall 2015 Spring 2016 2015-2016 Total

Theatre and Dance 18 2089 1924 4031

DANA 367 312 679

DANT 392 354 746

DCED 62 29 91

THED 3 45 48

THRA 647 617 1264

THRT 18 618 567 1203

2.3.5 Graduate students—Not applicable

2.3.6 Graduate credit hours—not applicable

2.3.7 Undergraduate degree productivity. See 2.3.3 above.

2.3.8 Graduate degree productivity—not applicable

2.3.9 Analysis: Overall credit generation was almost identical to the past year. Total

majors enrolled has also increased for the third year in a row. Dance enrollment is

slightly down.

2.4. Updates to faculty qualifications based on changes in assignment

None

2.5. Student Services

N/A

2.6. Associated Institutes and Centers

The department has a partnership with Shakespeare Carolina, a regional theatre company

dedicated to production of works by William Shakespeare. The company produces two

shows on the Winthrop campus during the summer in collaboration with the Department

of Theatre and Dance, as well as productions in downtown Charlotte, typically at the

Duke Energy Theatre at Spirit Square. 2011 was the first full year of this collaboration.

The partnership is called Shakespeare Carolina at Winthrop. Approximately 10 students

have worked directly with the company in 2015-2016, either as actors, stage managers,

or designers. Shakespeare Carolina has complete responsibility for the artistic activities

of the program. The university supports the partnership with facilities, marketing, and

instructional support.

2.7. Articulation Agreements

The department has a number of agreements beyond the umbrella agreements with York

Tech and the overall SC Tech college system. Go to:

http://www.winthrop.edu/cvpa/THEATREDANCE/default.aspx?id=15080.

2.8. Curricular Information (course changes, new requirements, etc.) and their status. Note

effective date of all changes. Curriculum goals for next academic year. List curriculum

changes coming for the next year.

2.8.1. Required READ 345 OR READ 346 to the Theatre Education and Dance

Education curricula for students entering MAT for Fall 2017.

2.8.2. Created DCED/THED 393 (and graduate 593) capstone Education Seminar, a 1-

credit course taken during Internship II their last semester to aid in the creation of

their EDTPA portfolio. Effective Spring 2017.

2.8.3. Created a graduate level DCED/THED 593 Field Experience class (formally

Junior Field Experience) to serve the graduate MAT5 students. Effective spring

2017.

2.8.4. Made changes to DCED 391 and THED 391, to align curriculum revisions made

to Professional Education Core in the College of Education. Effective fall 2016.

2.9. Curriculum goals for next academic year. List curriculum changes and additions that

you expect (or hope) to submit next year.

2.9.1. Achieve parity in the amount of credits earned in some of the musical theatre

curriculum, specifically with the discrepancy between Musical Theatre Workshop (3

cr.) and Musical Theatre Practicum (1 cr.)

2.9.2. Rename some courses in the Acting curriculum to better align with current

standards and practice.

2.9.3. Create an interdisciplinary course in dance and art history.

3. Department Achievements and Development

3.1. Teaching

3.1.1. Students in Directing II and Lighting Design and the Stage Management classes

collaborated to present the One-Act festival in the fall semester. Students in

Directing II and Stage Management classes collaborated to produce the spring One-

Act Festival.

3.1.2. Collaboration continued with Shakespeare Carolina in our partnership for summer

theatre productions of Miss Julie in the Studio Theatre and The Taming of the Shrew

in the Winthrop Amphitheatre.

3.1.3. Three directed studies classes were completed in 2015-2016.

3.1.4. Senior Zeke Jones directed the full-length play Jeffrey by Paul Rudnick in the

Studio Theatre

3.1.5. Senior Theatre Education student Rodrick Frietas directed the full-length play The

39 Steps by Patrick Barlowe in the Studio Theatre.

3.1.6. Senior Jasmine Gunter Jones directed the full-length play Good Boys and True

by Roberto Aguirre-Sacasa in the Studio Theatre.

3.2. Research and Scholarship

3.2.1. Dance students performed as the “Rockhettes” at the annual Christmasville event

in downtown Rock Hill.

3.2.2. Stacy McConnell’s dance piece, In the Middle, was selected to be performed in

the gala concert at the regional convention of the American College Dance

Association in March at Gordon College in GA.

3.2.3. Meg Schriffin arranged for guest artists from the Dance Theatre of Harlem to

come to campus to give a master’s class. They conducted a master class for dance

students who then got to see the company perform in Charlotte.

3.2.4. 1 dance student was a McNair Scholars for 2015

3.2.5. The department hosted a Masters class in September with Broadway veterans

Erick Buckley and Robin Irwin on the Business of Broadway.

3.2.6. The department hosted a 2 Masters classes with Troy Scarborough, 1 in African

American Monologues and 1 in auditioning classical pieces

3.3. Professional Service and Academic Responsibility

3.3.1. Annie-Laurie Wheat and Dr. Laura Dougherty

served as production respondents during the year for the KC/ACTF.

3.3.2. Stephen Gundersheim, Daniel Gordon, Janet Gray, and Sarah Provencal made

presentations at SETC in March. Faculty members also operated a Winthrop booth

for recruiting.

3.3.3. Various faculty members and students earned recognition from KC/ACTF for the

productions of Legally Blonde and Jane Eyre.

3.3.4. The entire Theatre faculty worked to respond to the NAST Self-Study final

response.

3.4. Development Activities. 3.4.1. We continue to maintain a strong relationship with Flat Rock Playhouse. They

are recruiting our students every year in their internship program and as performers.

3.4.2. The department regularly donates free tickets to various community and campus

organizations when they conduct fundraising events. This includes the Eagles Club,

Friends of the Library, new Winthrop Staff members, a middle school in the Fort

Mill district, etc. The TRIO program brought groups of their students to several of

our productions.

3.4.3. The chair met with the Chair’s Advisory Council this year.

3.4.4. We have been working with students in Graphic Design, under the mentorship of

Jason Tselentis, to design posters, recruiting materials and cover art for various

publicity items for our department. This will continue for 2016-2017.

3.4.5. We collaborated with Dr. Aimee Meader in Mass Comm to allow one of her

students to create promotional video for Legally Blonde. It was very successful and

should continue in 16/17.

3.4.6. The department continued the practice of holding opening-night receptions for the

main stage productions in Johnson Theatre. We also hosted an alumni/scholarship

student reception in April. The department continued the ice cream social reception

for all new students at the end of welcome week.

3.4.7. The department hosted a residency with Maria Caruso from the dance company

Bodiography, who set a work for Winthrop Dance Theatre.

3.5. Recruiting Activities

The Department of Theatre and Dance sponsored two sessions of scholarship auditions, and

the department continued accepting online auditions through a third-party company

Getacceptd.com. With these sessions the department was able to continue its recruiting

efforts of talented students. These audition sessions, in addition to the regularly scheduled

Winthrop Preview Days and the World Wide Winthrop Day in April, allowed for a

successful promotion of the department and of our programs as a whole. Faculty from the

department also conducted recruiting activities in selected cities along the eastern seaboard,

in Greensboro NC, Greenville SC, Charlotte NC, Washington, DC metro area, at the annual

state theatre conference (SCTA), at the state one-act festival (PDA), at the National High

School Dance Festival in Roanoke VA, at the Charlotte Dance Festival, at several

Admissions Office sponsored recruiting sessions around the state, at the New England

Theatre Conference, and at the Southeastern Theatre Conference convention. At SETC: 41

performance students called back to table, 22 showed up. 20 design/ tech students called

back, 13 showed up. We continue to identify other state conferences to attend, where

prospective students can be reached and where the new Mary Howey-Deckle Scholarship can

be most effective.

3.5.1 The recruitment initiative to reach out to the pre-college formative mentors of our

current students continues.

3.5.2 We are working to identify theatre and dance programs at community colleges to

recruit to that market.

3.6. Instructional Technology

3.6.1. See new equipment in 1.5 above.

3.7. Activities Related to GLI

3.7.1. Jane Eyre, Legally Blonde, and Slaughter City were approved as Global Cultural

Events.

3.7.2. Winthrop Dance Theatre in November was approved as a Global Cultural Event.

3.7.3. Dr. Laura Dougherty was awarded a Professional Development Grant to travel to

the Hemispheric Institute of Performance and Politics, in Santiago Chile.

3.7.4. Dr. Laura Dougherty was awarded a GLI grant of $500 for to travel to Phoenix

AZ as dramaturg for the Rising Youth Theatre production of Antonia: A Hop-Hop

Antigone.

3.7.5. Emily Morgan was awarded a GLI Professional Development Grant to attend the

2nd annual International Dance Conference to present a paper on Indian classical

dance.

3.8. Special Events

3.8.1. In April the department hosted a reception to honor majors who earned

scholarships for the upcoming year. The reception occurred after a performance of

the Junior Choreography Showcase in the Johnson lobby. Several special guests

attended to present certain endowed scholarships. The event passed off with great

success.

3.8.2. In conjunction with the Department of Mass Communication, we hosted the

annual Mass Comm/ Theatre/ Dance Open House, offering dozens of workshops to

over 200 high school students.

4. Faculty/Staff Achievements and Development

4.1. Academic Responsibility

4.1.1. The faculty advise a proportionally large of amount of students due to full-time

faculty who have no advisees for various reasons.

4.2. Intellectual Development (Teaching)

4.2.1. Numerous faculty in the department attended EdTPA training sessions throughout

the year.

4.2.2. Meg Schriffen taught a directed study in dance administration to senior Devon

DiFederico in spring 2016.

4.2.3. 23 students attended the 2016 American College Dance Association. 12

choreographers and dancers, 11 other participants, escorted by three faculty, Emily

Morgan, Kelly Ozust, and Stacy McConnell

4.2.4. Emily Morgan’s Winthrop Dance Theatre piece We Go Together was performed

at the Greensboro Fringe Festival by 5 students, Mason Diaz, Kaila Dockal, Sarah

Fetner. And La’Raine Turlington.

4.2.5. Janet gray supervised student Zach Morrison as wardrobe supervisor for the

departmental production of Legally Blonde.

4.3. Research and Scholarship

4.3.1. Janet Gray designed costumes or worked as designer for the production of The

Little Mermaid at Flat Rock Playhouse in Flat Rock, NC.

4.3.2. Sandra Neels taught during summer 2016 at Ballet Spartanburg.

4.3.3. Daniel Gordon designed lighting and scenery for the Palm Beach Shakespeare

Festival’s production of Taming of the Shrew, for the 26th anniversary of

Shakespeare by the Sea in Jupiter, FL.

4.3.4. Biff Edge designed scenery for the CPCC summer production of Beauty and the

Beast

4.3.5. Dr. Andrew Vorder Bruegge presented a paper on Using Blackboard Tools to

Measure Correlations Between Student Engagement and Student Achievement at the

Winthrop Conference on Teaching and Learning

4.3.6. Janet Gray designed costumes for the South Carolina Children’s Theatre

production of The Miracle Worker in April 2016.

4.3.7. Kelly Ozust performed in the dance piece Ox on the Roof with UNCC and

Winthrop University. Charlotte, NC and Rock Hill, SC (September 2015 -December

2015).

1.1. Service

1.1.1. Annie-Laurie Wheat was regional chair (region 4) for KC/ACTF.

1.1.2. Daniel Gordon served as an adjudicator for SETC’s annual Stage Manager

Olympics in March 6.

1.1.3. Daniel Gordon served as a pro bono theatrical consultant for the Fort Mill

Playhouse in choosing a new venue to move their performances.

1.1.4. Stephen Gundersheim served on the board of directors for the American Alliance

of Theatre and Education.

1.1.5. Emily Morgan presented her dance piece We Go Together to What End at the

Greensboro Fringe Festival in January 2016.

1.1.6. Emily Morgan performed two classic Indian dance pieces at the SC Dance

Association SCDancing Festival.

1.1.7. Meg Schriffen serves on the board for Kinetic Works Dance in Charlotte.

1.1.8. Kelly Ozust served as choreographer for Winthrop Homecoming

1.2. Development Activities

1.2.1. Kelly Ozust, Stephen Gundersheim, Andrew Vorder Bruegge, Daniel Gordon,

Meg Schriffen, and Emily Morgan again attended numerous workshops for the

implementation of EdTPA.

1.2.2. Meg Schriffen attended workshops on arts standards at the American College

Dance Association conference

2. Student and Student Organization Achievements and Development

2.1. Research and Scholarship

2.1.1. Based on assessments of their performances by regional representatives, several

Winthrop theatre majors were nominated for the annual KC/ACTF Irene Ryan

Scholarship Competition at the regional festival. Several students also were

acknowledged with merit awards for their work as designers and stage managers.

2.1.2. Three advanced theatre student directed full-length plays. These students

gathered an artistic team of fellow students to produce the show. The budget

allocated by the department for these production was $250 each for production

materials.

2.1.3. Seniors Riley Ketcham and Jasmine Gunter were nominated as Winthrop Women

of Excellence.

2.1.4. Junior Dance performance student Sydney Carr received a competitive

scholarship of $600 to attend the American Dance Festival this summer in Durham,

NC

2.1.5. Students attended the SEWSA 2016 Conference (Southeastern Women’s Studies

Association)

2.1.6. Rayana Briggs was selected as a WU Orientation leader for Orientation 2016

2.1.7. William Keen was selected as a student staff coordination for WU Orientation

2016.

2.1.8. Zachary Morrison was accepted for the prestigious internship in the costume

shop/wardrobe management at the Flat Rock Playhouse, the state theatre of North

Carolina in Flat Rock, NC for the summer 2016.

2.1.9. Kaila Dockal’s student choreography was adjudicated and accepted for inclusion

in the Charlotte Dance Festival for summer 2016.

2.1.10. Dance student Devon DiFederico has been accepted to the Bates Dance Festival

summer intensive in Maine.

2.1.11. Mason Diaz has accepted an offer to dance professionally with Full Radius Dance

Company in Atlanta, GA.

2.1.12. Alumnus Allyn Hunt, BM music/Minor Theatre 2014, earned an MFA in Musical

Theatre from Boston University in May 2016

1.1. Service

1.1.1. Students in the department hosted the Caroline Awards to recognize student

achievement and to raise funds for the American Cancer Society.

1.1.2. During the past year, students in the department contributed over 100 hours of

volunteer service to the department at receptions, recruiting events, etc.

1.1.3. Alpha Psi Omega, the honorary theatre (and dance) fraternity, inducted 10 new

members this year. 1.1.4. The Dance honors organization Terpsichore worked to assist with recruiting in the

department and raise awareness of the dance program campus wide. 1.2. Development Activities

1.2.1. The theatre faculty repeated the career forum in November 2015. 8 alumni of the

programs came to speak to the current students about career options.

1.2.2. Kelly Ozust, Stacy McConnell, and Emily Morgan escorted a large group of

dance majors to the regional ACDA, where they performed, viewed performances,

and took classes.

2. Budget Status

2.1. Personnel

2.2. Operating

2.3. Non-Recurring

2.3.1. The department has used its own revenue to significantly augment the Yeager

Light Lab, housed in the CreatorSpace in Rutledge, in support of the Technical

Production and Design emphasis curriculum. This was a need listed in last year’s

report.

2.4. Accreditation/Assessment

2.4.1. The department spent some time this year responding to NAST recommendations

in written form, which resulted in the department receiving full renewal of

membership.

2.4.1.1. New state-of-the-art LED lighting equipment in both the Studio Theatre

and the Johnson Theatre.

2.4.2. A listed need in last year’s report, an effective monitoring device for students in

the greenroom and dressing rooms to hear program from the stage has been

installed.

2.4.3. A listed need in last year’s report, updated Clear-Com communication devices for

both Johnson Hall and the Studio Theatre has been purchased.

2.4.4. A piano has been allocated to the Dunlap-Roddey room (J109) to provide a room

for musical theatre accompanist to work with students. This was a need reported in

last year’s annual report.

2.5. Equipment

2.5.1. More intelligent lighting fixtures, known as moving lights

2.6. Facilities

2.6.1. We need:

2.6.1.1. Another rehearsal/dance studio in support of the musical theatre program.

The addition of ballet barres in West 206 would help.

2.6.1.2. New carpeting in the Theatre/Dance main office, J115, as it is a place for

prospective students to visit.

3. Assessment

3.1. Narrative of how assessment is done in department, summary of SLO for each program

and department goals (recruiting, retention, faculty development, etc.)

The department has an assessment plan, located on the department website at:

http://www.winthrop.edu/uploadedFiles/cvpa/THEATREDANCE/library/pdfs/Assessment_Data

bank/TDassessmentplanforwebsiteS11(2).pdf. Assessment of student learning outcomes in the

Department of Theatre and Dance occurs within the context of the following general principles:

1. Much of the assessment that takes place in the classroom is evaluative, and faculty

members employ assessment tools everyday in many ways.

2. The department’s academic programs have a wide array of educational objectives, so

the department does not have a ―one-plan-fits-all‖ approach to assessment.

3. Academic assessment does not replace curricular, departmental, and other types of

ongoing review for improvement: it supplements and improves it.

4. Faculty ownership of and participation in assessment activities is essential. Assessment

is embedded in the culture of the entire teaching/learning enterprise of the department.

5. The department has a history of making programmatic changes based on assessment

results.

Assessment measures in this department demonstrate:

A. that we have an assessment plan that tracks the where, how and when learning occurs

for students during their academic careers in the dance or theatre major at Winthrop.

B. that the learning that occurs in all aspects of the dance and theatre programs aligns

with the broader learning goals of the department, college, university, and external

accrediting organizations.

C. that we always attain the important symbiotic connection between assessment and

change.

D. that we regularly review all components of our department’s assessment plan.

Dance SLOs

Students should attain competency of at least intermediate level in the

respective required technique series in the B.A. Dance degree curriculum.

Students should integrate dance technique in ways that facilitate

performance in a variety of dance styles.

Students should demonstrate openness to new ideas, new ways of working

and new ways of moving and respond to these opportunities in accordance

with this value.

Students should demonstrate the ability both to understand the craft of

choreography and to experience the choreographic process as the creator

of a dance work.

Students should view dance from a cultural-historical perspective that

recognizes the multiple forces that impact the art form.

Students should demonstrate knowledge of the science of dance

movement and apply that knowledge to foster longevity of the dancer

Students should demonstrate effective strategies for entry-level dance

teaching in selected dance forms/styles.

Students should demonstrate performance skills commensurate with

personal technical ability and appropriate to a particular choreographic

work.

Theatre SLOs

Students should demonstrate a fundamental understanding of and

appreciation for the creative processes of theatre, the socio-historical

contexts and the nature of the theatrical event.

Students will achieve basic skills in performance and production.

Students should demonstrate a sense of commitment and a positive

attitude that will foster the creative process.

(Certification Emphasis): The student will be an effective decision maker

in directing the education of students.

3.2. Identify changes in assessment from previous academic year.

3.2.1. The department’s faculty reviewed assessment tools according to our cycle of

review adopted in 2010-11.

3.2.1.1. Production reflection Essays in THRA 470, 471, THRT 395, DANA 444,

DANA 443, and DANT 301

3.2.1.1.1. The faculty reviewed this process and affirmed its value as an

instrument for collecting data about student’s experience in departmental

productions, as either an actor, choreographer, or director. It was

determined that the format for the essay will be revised in 2016-2017.

Recorded in Curriculum Committee meeting minutes.

3.2.1.2. Chair’s Advisory Council Review (theatre and Dance)

3.2.1.2.1. Department faculty determined that this council should continue to

meet approximately 5 times each year. The council has a student

representative from each of the department concentrations: Theatre

Performance, Musical Theatre, Technology Design, Dance, Dance

Education, and Theatre Education, as well as representatives from Alpha

Psi Omega, Terpischore, and Improv This!. Recorded in faculty meeting

minutes.

3.2.1.3. Adjudication of DANT 301 dance pieces

3.2.1.3.1. Dance faculty determined that faculty should continue to

adjudicate student choreographers in DANT 301, and in addition bring in

outside professionals to also provide adjudication of the pieces. This will

begin in Spring 2017.

3.2.1.4. All 300-level theatre and dance classes which serve the general education

curriculum were recertified.

Other assessment changes include:

3.2.1.5. PROGRAM CHANGES

3.2.1.6. COURSE CHANGES

3.2.1.6.1. For Dance Education (K-12 certification) students in the last

semester of their senior year, taking Internship II, they will be exempt

from the requirement to enroll in DANA 185 Conditioning Lab. New

requirements in the COE make this exemption required.

3.2.1.6.2. DCED 391, THED 391: To align curriculum revisions made to

Professional Education Core in the College of Education, Co-requisite of

EDUC 401 has been added. Method of evaluation has been amended to

include exam lesson plans, portfolio, and practical application.

3.2.1.6.3. DCED 342: Dance Pedagogy. DANA 252: Jazz II has been added

as an option of one of the pre-requisites required for this class. Acting

upon our accreditation organization(NASD), all dance course descriptions

and goals were reviewed, updated and revised for better consistency

across the curriculum. This change reflects current trends from peer and

aspirants.

3.2.1.7. PROGRAMMATIC CHANGES

3.2.1.7.1. Acting on recommendations from the College of Education READ

345 and READ 346 are now required in the Theatre Education and Dance

Education Curriculum.

3.2.1.7.2. We created a new 1-credit Education Seminar course, both

graduate and undergraduate, graduate (THED/DCED 593) and

undergraduate (THED/DECED 393) to serve the EdTPA students as they

complete their EdTPA portfolios. This course is taken in the same

semester as internship II. In addition, we created a graduate level

DCED/THED 593 Field Experience class (formally Junior Field

Experience) to serve the graduate MAT5 students. We made changes to

DCED 391 and THED 391, to align curriculum revisions made to

Professional Education Core in the College of Education. 3.3. Assessment Results: Narrative of what was discovered as a result of assessment

Also See 3.2

3.4. Use of Results: Changes that have been made in the curriculum, course content,

assignments, etc. as a result of analyzing results

See 3.2

3.5. Evidence and Documentation: what kind of evidence and where is it? Where are results

documented?

See 3.2

3.6. Progress on incorporating ULCs in program assessment

3.6.1. ULC achievement has been included in the theatre sophomore and junior reviews.

3.6.2. The senior exit survey includes prompts about the ULCs

8.0. Other (Optional) Advising, Gen Ed, GLI, Technology, Accreditation, Community

Engagement, Special Events, etc. Strategic Planning.

8.1 The faculty work very hard to guide students towards summer opportunities,

internships, work outside the department, etc. to help them develop the skills they need to

succeed as dance and theatre artists. More students are taking advantage of study abroad

opportunities. 5 students form the department studied abroad in 2015-2016

3 Theatre and Dance faculty taught sections of ACAD 101 in 2015-2016.