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                                           Higher Learning Commission
                    Self-Study Questionnaire/Report for Academic Departments

Academic Department: Theatre/Dance Department
Individual(s) Completing the Questionnaire/Report: Marshall Anderson, chair

BACKGROUND INFORMATION
   1. Please list the majors (including emphasis areas), minors, and/or certificates offered by your department.
        Majors (and emphases): Theatre BA
        Theatre BFA: Performance Emphasis
        Theatre BFA: Design/Technology Emphasis
        Theatre BFA: Management/Promotion Emphasis
        Theatre BFA: Stage Management Emphasis
        Theatre BSE


        Minors: Theatre
        Theatre-Elementary/Secondary
        Dance
        Dance - Secondary Education Emphasis


        Certificates:


    2. Fill in the data requested below relevant to enrollments and the number of graduates. Also, please
       estimate the percentage of student credit hours (SCH) your department’s curriculum serves relevant by
       both: 1) student level (e.g., freshmen, sophomores); and 2) majors, minors, interdisciplinary programs,
       and general education requirements.
       (Skip to Question #3. This information will be secured and filled in by the Campus Self-Study
                                               Coordinator)
                                                                      Spring 2003
                Enrollment (Headcount)                                Fall 2003
          Academic Year   # of Majors    # of Minors                  Spring 2004
         Fall 1996                                                    Fall 2004
         Spring 1997                                                  Spring 2005
         Fall 1997
         Spring 1998                                                                Graduates (Majors& Minors)
         Fall 1998                                                      Academic Year     # of Majors   # of Minors
         Spring 1999                                                  AY 96-97
         Fall 1999                                                    AY 97-98
         Spring 2000                                                  AY 98-99
         Fall 2000                                                    AY 99-00
         Spring 2001                                                  AY 00-01
         Fall 2001                                                    AY 01-02
         Spring 2002                                                  AY 02-03
         Fall 2002                                                    AY 03-04
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         AY 04-05                                                 Seniors
                                                                                 Total=             100%

                                                                                SCH Distribution
                                                                           Programmatic Purpose        % of Student SCH
                                                                       Departmental Majors
                                                                       Departmental Minors
                                                                       Other Department Majors
                                                                       Interdisciplinary Programs
                                                                       General Education
                 SCH Distribution                                      Other
           Student Level    % of Student SCH                                                  Total=        100%
         Freshmen
         Sophomore
         Junior

    3. Overview and evaluate the adequacy of the human, physical, and fiscal resources your department
       deploys to serve students and meet other programmatic needs by addressing the questions below:

        Human Resources
        Evaluate the general adequacy of the human resources (i.e., the # of faculty and instructional staff and
        their skills) relative to the department’s ability to serve its student populations and achieve other
        programmatic goals. Do this by assigning a number between “1” (completely inadequate) to “9”
        (completely satisfies needs).
                  7         1-9

        In a paragraph or two, discuss the human resources evaluation score you provided. Include, in particular,
        a discussion of unique strengths as well as important needs not being met or opportunities not being
        explored because of limitations.

      Currently, the Theatre/Dance Department staffing consists of the following: 5 Faculty including 2 full-time in
performance, history and theory; 2 full-time in design/technology and one 75%-time in dance. Staffing also
consists of 5 Academic Staff including one full-time in design/technology and technical direction; one 50%-time in
dance; one 37.5%-time in performance; one 20%-time in arts management; and one 50%-time as costume shop
manager. We also utilize the College Director of Public Events in regards to arts management students. We
have one volunteer instructor in dance, as well as a guest artist hired each academic year. Currently, the chair is
a 50%-time position, so a 50%-time academic staff position has been hired to cover the missed load. All of these
people have terminal degrees or are working towards them, and are experts in their fields. Our strengths lie in
this expertise and the ability to work closely, one-on-one, with all of our students.
             Currently, we are seeing a growth in our enrollements, which is beginning to put a strain on our class
sizes. We are beginning to see the need to either 1.) limit the number of students in our program or 2.) increase
the number of faculty and staff to deal with this increased number of students. Most all of the performance-type
classes are at their limits in terms of enrollment and, often, students have had to wait to take certain classes,
delaying their program progress. Either that, or we have had to increase class sizes, which has serious
implications in terms of learning. We feel that increasing certain faculty line percentages would help to alleviate
this problem. In particular, we would like to see the 37.5%-time performance position increased to at least a 75%
-time position, if not a full-time position; also, we are feeling the need to increase the 75%-time dance position
back to a full-time position, where it was before a faculty retirement in 1996. We are also concerned about the
status of our Tap Dance classes. Currently, these are being serviced by a volunteer faculty member of a certain
age. When she opts to "retire", we will be hard-pressed to find the funding to continue to be able to offer these
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popular and well-enrolled classes. All of our people are good and are working to their full-potential and full-limits,
so something will need to change in order for our program to grow and develop further.


        Physical Resources
        Evaluate the adequacy of the physical resources available to support the department’s ability to serve its
        student population and achieve programmatic goals by assigning a number between “1” (completely
        inadequate) to “9” (completely satisfies needs). Consider such issues as classroom space, office
        space, supporting technology, lab space to support research and/or instruction, etc.
                7       1-9

        In a paragraph or two, discuss the physical resource evaluation score you provided. Include, in
        particular, a discussion of unique strengths as well as important needs not being met or opportunities not
        being explored because of limitations.

     The Theatre/Dance Department is lucky to have very fine facilties. These include: Barnett Theatre; Hicklin
Studio Theatre; the use of Kachel Center; scenic and costume shops; scenic, costume and lighting storage; the
Orange Room department library; the Design Room with its computer lab; CA 11 classroom; a
management/promotion workroom; and adequate faculty/staff and department offices with computer support. In
most cases, these facilties are quite adequate for all of our needs. Both Barnett and Hicklin Theatres have been
recently renovated and the Design Room has had a major upgrade in its computer lab.
       Our biggest need currently is for more rehearsal space. Actors, directors, and dancers have to share the
Hicklin Studio Theatre for their rehearsals and that space is seriously over-booked. What time we have in the
Kachel Center for dance rehearsals has to be shared with the Young Auditorium, with our classes and rehearsals
having to be moved when the Auditorium needs the space. We definitely need a dedicated space for dance
classes and rehearsals, so that the over-booking in these spaces can be alleviated. Especially since our dance
minor is growing, this need for a dedicated dance space is vital.

        Fiscal Resources
        While recognizing that every academic department would benefit from a larger budget, evaluate the
        adequacy of fiscal resources allocated to the department to serve its student populations and achieve
        other programmatic goals by assigning a number between “1” (completely inadequate) to “9”
        (completely satisfies needs).
        5-6             1-9

        In a paragraph or two, discuss the fiscal resources evaluation score you provided. Include, in particular, a
        discussion of key expenses, and key needs not being met or opportunities not being explored because of
        fiscal limitations.

              Our GPR (General Purpose Revenue) budgets for the educational needs of our department have not
        significantly changed over the last decade. We are having to do more and more with same amount of
        funding. Since a large percentage of this budget has had to have been used for such things as the guest
        director salary (which used to come from Dean's money) and fees for the American College Theatre and
        Dance Festivals, there has been less and less available for classroom supplies, faculty travel, field trips
        and the general office supplies and student workers. Since the number of students being awarded
        workstudy monies has significantly decreased over the past years, more of this GPR money has also
        been needed to hire student workers in the department - all of which has greatly diminished the monies
        available for academic needs.
               Our SUFAC (Student University Fees Allocation Committee) funds have been rather stable over the
        past decade. WE have had a good relationship with SUFAC but the 2% increases that we have been
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        allowed don't go far enough to help with our rising production expenses. Roughly 40% of our production
        money comes from SUFAC, with the remainder coming from audience revenue. With the advent of
        Young Auditorium and its increased season, our audiences have not grown as much as we expected. It
        has been increasingly difficult for us to meet our revenue goals, all the while production costs have
        steadily been rising. Again, we have had to do more and more with less and less, while at the same time
        as trying to maintain our high standards of production. Budget constraints have often forced us to pick
        shows with smaller casts and lesser production needs, in order to make our budgets - at the same time
        our student numbers have grown, leaving us fewer options with which to "employ" these theatre/dance
        students.

    4. In a paragraph or two, overview significant changes made in your department or its curriculum since 1996
       (i.e., the last North Central Association Accreditation Visit).

        The following changes were made since 1996:
        1. the addition of the Theatre BFA- Stage Management Emphasis
        2. the Dance Minor has changed from a 24 unit degree to a 22 unit degree
        3. Theatre 215 (Auditioning) changed from a 2 to a 3 unit class
        4. Theatre 225 (Script Anaylsis) was added
        5. Theatre 230 (Movement for the Actor) was added
        6. Theatre 260 (Production Stage Management) was added
        7. Theatre 307 (Theatre Management and Promotion) was deleted
        8. Theatre 330 (Stage Movement and Mime) was deleted
        9. Theatre 360 (Theatre Operations and Management) was deleted
        10. Theatre 361 (Performance Arts Operations and Management) was added
        11. Theatre 362 (Non-Profit Arts Management) was added
        12. Theatre 363 (Applied Studies in Arts Marketing) was added
        13. Theatre 364 (Issues in Arts Management) was added
        14. Theatre 369 was changed from "American Minority Theatre" to "Multicultural Drama of the U.S".
        15. Theatre 377 (Introduction to Playwriting) was added
        16. Theatre 485 (Theatre Critique) was deleted
        17. Dance 141 (Contemporary Dance Techniques I) changed from a 1 unit to a 2 unit class
        18. Dance 144 (Jazz Dance) was deleted
        19. Dance 200 (Production Practicum) became a 1 unit cource each semester
        20. Dance 330 (Performance Art) was added
        21. Dance 345 (Creative Dance for Children) was deleted
        22. Dance 498 (Independent Study in Dance) was added

        In another paragraph or two, describe why these changes occurred.

     The changes in the Dance courses were mainly accomplished to mirror the needs of the current faculty and
students and of the current Dance Minor program. There is a movement to try to increase the 2 unit techniques
classes to 3 units, to allow for more adequate classtime.
      Most of the Theatre course changes were accomplished to follow the guidlelines for accreditation set forth
by the National Association of Schools of Theatre (NAST), by which we are now accredited. For example,
Theatre 485 (Theatre Critique )was dropped to be replaced by Theatre 225 (Script Analysis) and Theatre 330
(Stage Movement and Mime) was dropped to be replaced by Theatre 230 (Movement for the Actor). Theatre 260
(Production Stage Management) was added as a part of the the new BFA in Stage Management. Theatre 307
and 360 were removed to make way for Theatre 361, 362, 363, and 364 - all parts of the BFA in Management and
Promotions, as well as the College minor of Arts Management.
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MISSION & PLANNING
   5. In a paragraph or two, describing any significant projects/initiatives that your department is planning or
        currently has underway, but has not yet completed.

              Since we have just been officially accredited by NAST, something towards which we have been
        working over the past decade, most of our curricular agenda has been achieved. There has been some
        talk about the creation of either 1.) a dance major (which would have significant staffing and curricular
        ramifications) or 2.) a Theatre BFA with a Dance Emphasis. Both of these options are in the very early
        discussion stages. The only other major project on our horizon is the previously mentioned need for a
        dedicated dance studio space. There has been discussion with the Dean and Associate Dean about the
        conversion of CA 11 into this studio space. We are currently "on the list" as far as state projects go, but
        nothing is certain at this point.

    6. Below are five “core values” the University identifies as central to its purposes. Please evaluate the
       importance of each core value in terms of how each aligns with the purposes of your department (i.e.,
       take a hypothetical 100 points and distribute them among the five values, with those values that align
       more closely to the purposes of your department receiving more points).
                                                     Core Value                                                 Importance
                                                                                                                (100 points)
      Commitment to the pursuit of knowledge and understanding                                                      20
      Development of the individual                                                                                 20
      Personal and professional integrity                                                                           20
      Commitment to serve                                                                                           20
      Commitment to develop a sense of community, respect for diversity, and global perspectives                    20
                                                                                                       Total=   100 points

    7. Every academic department engages in planning. Review the list of variables below and evaluate the
       extent to which each of the following influences decision-making behind the planning process for your
       department as it relates to your curriculum (i.e., take a hypothetical 100 points and distribute them among
       the planning variables, with those variables playing a larger role in your planning process receiving more
       points).
                                                  Planning Variables                                             Importance
                                                                                                                 (100 points)
      The mission of the University, college, and/or department                                                       5
      Academic assessment data/information relevant to student performance against learning outcomes                  5
      Other data/information gathered relevant to performance (e.g., Audit & Review feedback)                         5
      Societal/Cultural trends (e.g., changes in demographics, lifestyles, professions)                              15
      Campus trends (e.g., changes in university-initiated needs and demands)                                        10
      Technology trends (e.g., technology developments that affect delivery of service)                              10
      Professional trends (e.g., changes evident at other universities/colleges)                                     10
      Available human resources (e.g., # of employees, talents, etc.) within the unit                                15
      Available fiscal resources (e.g., budget, available and accessible $)                                          15
      Available physical resources (e.g., space, existing technology, etc.)                                          10
      Other:                                                                                                          0
                                                                                                        Total= 100 points
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    8. Does your department have a mission statement?
              Yes X          No

         If you answered “yes,” please list the mission statement here. Also, if your mission statement can be
         accessed on the web, please list the URL here.

     The mission of the UW-Whitewater Department of Theatre/Dance is to provide high quality undergraduate
education for students of theatre and dance. This is achieved through extensive programs that emphasize
learning both theory and practice of the craft through classroom and laboratory experiences, as well as
productions. The Department serves the University's select missions of offering undergraduate programs and
degrees in the arts, production, research, scholarship, and creative endeavor, and serving as a regional cultural
and resource center. More specifically, the Department's mission is to serve the mission of the College of Arts
and Communication, as well.
        If you answered “yes,” please describe how, if at all, this mission statement plays a role in your
        department’s planning and/or decision-making, particularly as it relates to the curriculum.

     In planning our programmatic and curricular needs, we always take into account this notion of balancing the
theoretical with the practical, the classroom work with the production work. We are an undergraduate program,
not a Theatre Conservatory, so our mission to provide this wide-range of opportunities is central to us.
Production, research, and scholarship are all vital to our concerns. We also take our mission to be a cultural
resource for the area very seriously - all of our production decisions are made in light of 1.) our students'
educational needs, 2.) the educational needs of the UWW students in general, and 3.) the wants and needs of the
larger community around us.


STUDENT LEARNING & ASSESSMENT
   9. List all the student learning outcomes for each of the majors (and emphases, if relevant), minors, and
       certificate programs that you identified in question #1.

         Please see attachment titled: Department of Theatre and Dance Content Goals 5-16-03


    10. Complete the grid below by listing the majors, minors, and certificate programs from question #1 across
        the top row (and indicated by the example). Then, under each major, minor, and certificate program,
        place an “X” indicating which data collection methods are used to assess the extent to which the student
        learning outcomes are achieved (evidence that students know and can perform against the objectives).
        Mark, where relevant, both “direct assessment methods” (efforts that directly evaluate student
        performance) and “indirect assessment methods” (efforts that evaluate student performance based on
        perception of student, alumni, etc.).

           Assessment Method            (Example)
                                                      Theatre BA   Theatre BFA   Theatre BSE   Theatre   Dance Minor
                                     Crafts (Major)                                             Minor
  Direct Assessment
  Curriculum-Embedded Exams/Tests          X              X            X             X           X           X
  Curriculum-Embedded Essays                              X            X             X           X           X
  Curriculum-Embedded Projects                            X            X             X           X           X
  Capstone Project Review                  X                           X             X
  Portfolio Review                                                     X
  Reviews by External Evaluators           X              X            X             X           X           X
  (e.g., intern supervisors)
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  Placement Test Scores                                                                         X
  Performance on Post-Bac. Exams (e.g.,
  GRE, GMAT, CPA)
  Other (describe: student progress                             X               X               X
  reviews)
  Indirect Assessment
  Exit Interview/Questionnaire                  X               X               X               X
  Advisory Board
  Alumni Survey
  Other (describe: peer feedback)                               X               X               X                 X       X

         Please list specific data/information sets relevant to the department’s academic assessment efforts that
         the UW-W Self-Study Committees, and/or the Higher Learning Commission’s Visiting Accreditation Team
         can access to review/consult.
         •
         •     Exit Interview Information for Majors (with minors soon to be added)
         •      BFA Senior Project Self-Evaluation Papers
         •      PRAXIS II Test Scores for BSE Students
         •




    11. Indicate specific changes to the department’s operation or planning, if any, that have resulted from the
        collection and use of the data/information identified in the preceding question. Place a check in the
        appropriate box in the far right hand column for any of the following changes that have occurred.

                                                Programmatic Changes                                                  X
       Learning Outcomes (e.g., changes in what students should learn in the program)                                 X
       Curriculum (e.g., revisions to sub-major, change in pre-requisites, addition of new courses, deletion or       X
       combining of coursework, changes in existing course content, etc.)
       Scheduling (e.g., when courses are offered, etc.)                                                              X
       Departmental Procedure (e.g., changes in advising)                                                             X
       Instructional Methods (e.g., shift to hybrid courses)                                                          X
       Curriculum Delivery Methods (e.g., online programming)                                                         X
       Changes in Assessment Procedures (e.g., addition of specific assessments, creation of Advisory Board)
       Other:

         In a paragraph, discuss your department’s use of academic assessment data/information as chronicled in
         the table above. Discuss, in particular, how these changes have improved or stand to improve student
         learning.

      Through the use of program reviews written by the National Association of Schools of Theatre accreditation
visitors, we have restructured how many of our classes are presented and how our curriculum should be
structured - which classes are offered, how frequently, in what sequence, etc. Through the use of Exit Interview
information, we have been able to see where we may be falling short in terms of student needs and where we
have been accomplishing what we intended. We pay close attention to student advising needs and how we may
better serve them. Since our BFA program has been growing, we are cognizant of trying to keep this program as
high-quality as possible, with a "BFA from UWW" being equated with quality - so we listen closely to students and
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what they feel they need to be getting out of the program and to whether we feel that they are meeting our
learning outcomes.

    12. In the box below, indicate the extent to which you think your department has fully implemented its
        academic assessment program, with 100% representing a fully-implemented program. Consider the
        extent to which the department has developed clearly stated learning outcomes, systematically collects
        data/information that informs the extent to which the outcomes are achieved, uses the data to make
        changes to the curriculum, etc.
                75% to which academic assessment program is fully implemented

        If you’ve indicated a percentage other than 100%, please list actions that remain to be completed before
        implementation of the assessment process is complete.

        We have been quite good at developing clearly stated learning outcomes. We need to continue to
        finetune our collection methods of this data/information in terms of outcome achievement - we have made
        progress here with the Exit Interviews and Sophomore/Junior Reviews but we can continue to improve
        here as well. We also need to work on formalizing our system of actully USING this information that has
        been collected.

        If you’ve indicated a percentage less than 100%, what are the biggest obstacles to your department fully
        implementing its assessment program? Consider such items as: faculty and instructional staff
        involvement, time, budget, understanding of academic assessment and the process, etc.

Our biggest obstacles in terms of implementing our assessment program are probably 1.) faculty/staff involvement
in terms of time - our production calendar and it responsibilities are very heavy, leaving little extra time for what
some perceive as "added University paperwork" - as stated earlier, many of our classes are bursting at the
seams, leaving little extra time in faculty/staff workloads for more meetings and committees; and 2.) sometimes
the need for this extra work on assessment with its (perceived) complicated and time-comsuming processes gets
less than enthusiastic responses from a group that is already working at its full capabilities.

    13. Describe any initiatives on behalf of your department (and its faculty) that have specifically promoted
        enhanced student understanding of issues related to diversity and inclusion.

        The creation of Theatre 369 (Multicultural Drama in the United States - formerly American Minority
        Theatre) came as a direct result of bringing diversity into our curriculum. In fact, in all of the Theatre
        History classes, as well as Dance Appreciation, we have worked to be more inclusive in terms of the
        people and societies studied. This is also true in terms of our play selection - whether it is types of plays
        or playwrights, or role possibilities or what we present to our audiences. We work hard to present a world
        that is not just "white - male - European". Individual instructors work to do this in their classes and the
        department, as a whole, strives to achieve this in the play selection and casting process.

EXTERNAL CONSTITUENCIES
   14. Describe in a paragraph or two your department’s relationships with constituencies external to the
       university (alums, employers or potential employers, advisory boards). What role, if any, have these
       groups played in (re)directing curriculum development specifically, and departmental planning generally?

        ALUMNI - we are starting to work more closely with our alumni in terms of getting feedback from them
        about their experiences at UWW. At this point, we are less concerned about alumni giving money than
        we are about getting their ideas and suggestions. We want them to help us make our program grow and
        to be stronger and be even more vital.
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    INTERNSHIPS - we are actively working on increasing our connections with area internships so that our
    students may make use of these as valuable learning experiences. This is particularly true in terms of
    theatre and arts management and theatre performance; we are working to make this true also for theatre
    design/technology and dance.
    AUDIENCE - since the production aspect of our program is so important and since the Theatre/Dance
    Department does not exist on its own, we always are taking our audiences into account. We are doing
    our work, preparing our students, and creating our productions FOR this audience - they are our reason
    for being! We are continually seeing how what we do affects this group and how what this group wants
    can affect our program.

15. Does your department generally, or faculty or student groups specifically, offer special programming (e.g.,
    non-credit workshops) or provide services (e.g., consulting services, project support) for constituencies
    external to the university?
            Yes XXX                 No
    If “yes,” please provide a list of these initiatives and the constituencies they serve.
    •
    •     As stated above, most all of our program production work is geared for our audience - we present our
          season both as an educational laboratory for our students AND as an entertainment venue for our
          audiences. We exist to serve this community at large!
    •      Our department offers many free workshops for area schools and groups - workshops that bring
          knowledge to these groups, but which also let these groups know about our vital program.
    •      We continue to host the Wisconsin High School Theatre Festival every other year. This Festival
          brings together around 2000 high school students, their teachers, family and friends for a three day
          gathering of one-acts plays, workshops and showcase productions.
    •      We offer regularly-scheduled Centerstage Days, which allow interested area high school students
          the opportunity to come to visit us and see what our program is like.
    •     We offer a separate Summeround Season, to provide cultural enrichment for the area during the
          summer months.
    •     We offer a High School Theatre Camp each summer, to provide area students the opportunity to
          come to the campus and to experience an intense period of theatre instruction.
    •     Our dance faculty and students work closely with the Whitewater Park and Recreation program in
          setting up and teaching many dance classes for young students.

16. Related to the preceding question, does the unit regularly collect data/information to evaluate how
    effectively it serves its constituency(ies)? (This might include surveys of constituencies.)
             Yes X              No
    If “yes,” please list specific data/information sets that the UW-W Self-Study Committees, and/or the
    Higher Learning Commission’s Visiting Accreditation Team can access to review/consult.
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       •   We sometimes have conducted rather informal audience surveys to see what kinds of productions
           they would like to see, how they would like to get tickets, payment methods, performance times and
           days, etc.
       •   There is informal participant survey information from the High School Theatre Festivals about the
           Festival and how it was run, what was offered, etc.
       •   Most of this information is more anecdotal, rather than in formal hard copy versions.
       •

   17. Does your department offer any service-learning courses, or do any of your faculty use service-learning
       as a teaching method?
               Yes                     No ?
       If “yes,” please list specific courses and faculty.
       • I marked this questioningly as a NO since we don't officially offer courses that stress service-
           learning. Though, our entire program production process is geared towards this external constituency
           (our audience) - through our work, we sincerely hope that learning is going on, whether the audience
           be made up of area high school students (at our student matinees), UWW Whitewater students (who
           may be at our productions as a class requirement) or our general public (who view us as an
           entertainment opportunity).
       •
       •
       •
       •



SELF-EVALUATION
                                                    Strengths
   18. List and prioritize no more than three primary strengths that have emerged in your department’s efforts to
       meet its mission, goals, or objectives. To identify these strengths, you may wish to consider: What does
       your department do very well? What good things do people say about your department? How has your
       department aided the campus in meetings its mission? In what ways has your department “gone beyond
       the call of duty?”

       After identifying each strength, specify supporting evidence that suggests that the statement is true. This
       may include data/information gathered relevant to departmental performance, trend data from the Office
       of the Registrar or Institutional Research, special recognition from external agencies, etc.

           1. Specific Strength: We offer a very strong program of undergraduate education.

           •   Supporting Evidence: Our enrollment numbers in terms of majors and minors have been
               increasing steadily over the past few years. We have had generally very positive responses
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            coming out of the student Exit Interview process. We have been accredited by the National
            Associations of Schools of Theatre.

        2. Specific Strength:We offer a very strong range of productions for the viewing of all.

        •   Supporting Evidence: We continue to show support from the College and the Dean, and from the
            University (especially in terms of SUFAC allocations). We continue to have very positive
            feedback from the American College Theatre Festival and the American College Dance Festival
            Association responders, sent here to view our work. All of our productions are "adjudicated" in
            terms of student work and many students have been sent on to the regional Festivals for further
            feedback. In the last five years, two of our Mainstage productions have been selected to perform
            at these regional American College Theatre Festivals and four pieces from our annual Dance
            Concert have been selected to be on Gala Concerts in the past five American College Dance
            Festivals. We are "competing" very favorably, when put up against other programs in the region -
            many of which have graduate programs. We also have a very loyal audience base - people for
            whom, the UWW Theatre/Dance Department means an excellent season of productions offered
            at a reasonable price!

        3. Specific Strength: We offer strong services to the surrounding region.

        •   Supporting Evidence: We are the main host for the Wisconsin High School Theatre Festival - the
            state commission wanted us to host it EVERY year, but we decided that we could only handle it
            every other year. This vote of confidence in us and our program and facilities makes us very
            proud of who we are and what we do. Our continued growth in terms of outside workshops and
            area schools wishing to use us as a resource points to the fact that we are considered a major
            cultural resource for southeastern Wisconsin.

                                                 Concerns
19. List and prioritize no more than three primary concerns that have emerged in your department’s efforts to
    meet its mission, goals, or objectives. To identify these concerns, you may wish to consider: What could
    be improved? What is done poorly? What do we, as a department, avoid doing, even though we know
    it’s important?

    After identifying each concern, specify supporting evidence that suggests that the statement is true. This
    may include data/information gathered relevant to departmental performance, trend data available from
    the Registrar or Institutional Research, information gathered from accreditation visit, etc.

    Finally, identify one or more recommended actions to address the area of concern. This may include
    actions that your department has already underway, actions being planned, or preliminary thinking about
    how to address the area of concern.

        1. Specific Concern: In many cases, we seem to be over-enrolled in some classes. We have many
           more students wishing/needing to take certain classes than we feel we can adequately service in
           a timely manner for these students.

        •   Supporting Evidence: The number of our majors and minors needing to take certain classes has
            grown greatly in the past few years, while we have the same number of faculty/staff (and in some
            cases, slightly fewer) than we did in the past years. Many students have to wait to take certain
            classes because the class size needs to remain relatively small (especially in performance
            classes) in order to insure adequate instruction and in order for us to maintain our standards of
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       instruction and to meet our learnng outcomes. In some cases, this has meant either that we have
       had to increase class size (to the detriment of learning) or we have had to extend the time it may
       take to graduate for certain degree programs.

   •   Recommended Actions: We are looking into the possibility of limiting the number of people
       allowed to enroll as majors and minors in Theatre/Dance Department programs. We are not
       certain if this is the right thing to do, but until we can get added faculty/staff to help alleviate this
       over-crowding, this may be the best and only alternative that we have.

   2. Specific Concern: Our budgets for instructional materials, etc. have stayed stagnant over the past
      few years, while our budgets for production costs have risen slightly but nowhere near the cost-
      of-living increases and, in some cases, these budgetes have had to decrease, due to decreases
      in audience revenue and SUFAS support. Everything is costing more today and our budgets are
      not really adequately meeting all of our needs.

   •   Supporting Evidence: Looking at our past GPR budgets, one can see how little they have
       changed over the past decade - whereas costs for everything have increased. In order to meet
       programmatic needs, we have had to cut down on many purchases and expenses, often to the
       detriment of classroom/instructional supplies and faculty/staff travel.

   •   Recommended Actions: We are not certain how we can get more funding for instructional
       supplies and student workers, especially in light of the limited availability of workstudy for most of
       our students. We continue to pursue funding possibilities through corporate sponsorship of our
       productions but we have had relatively little success here. We continue to try to select seasons
       that we can realistically produce in manner of which we are proud, while still insuring the highest
       number of paying audience members in attendance. (This revenue income is very important to
       us, so we are quite concerned with the continued problems surfacing in terms of us using the
       University Ticket Services - these continued problems may cause serious patron discontent
       which may in turn cause a loss of revenue!)

   3. Specific Concern: We have a serious lack of added rehearsal space for our actors, directors,
      choreographers and dancers. We need to have a dedicated classroom/rehearsal space for the
      dance program.

   •   Supporting Evidence: Currently the Kachel Center and the Hicklin Studio Theatre are used for all
       dance, acting and directing classes. This means that they both are heavily booked throughout
       the school day for classes, with most added rehearsals happening in the evening. With the
       Kachel Center, it is not "our" space, so we have to "give it up" to the Young Auditorium whenever
       they need it, for whatever reason. The Hicklin Studio Theatre is also used for evening rehearsals
       for some of our mainstage productions, which further adds to its over-booking. Because of this, it
       is not uncommon for our students to have to wait until after 10pm to find an open time in the
       space during which to rehearse. Because of the above-mentioned large numbers of students in
       certain classes (for example, Introduction to Acting and Directing I), there is an immense need for
       rehearsal space, in order for these students to work on and complete their projects, to fulfill our
       learning outcomes. This lack of extra space is very serious.

   •   Recommended Actions: We continue to work with Young Auditorium, through the Dean of the
       College of Arts and Communication, to make sure that the number of times that we must "give
       up" the Kachel Center is kept to a minimum. We really do need a dedicated dance
       classroom/rehearsal space and our best option at the present seems to be the conversion of the
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       CA 11 classroom. This, of course, would cause other problems - mainly, trying to find a new
       space for the classes that are currently using CA 11. Also, finding the funding for such a change
       will be difficult. But if our mission to provide high quality undergraduate education in theatre and
       dance is to be met, we must have this extra space - otherwise, it will be increasingly difficult to
       achieve this mission with this serious lack of quality teaching space.

								
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