At least 90% of undergraduate students in Music, Theatre and Dance participate in at least one high impact learning experience in their MUS, THE, or DAN courses, prior to graduation, in addition to supplemental writing skills and capstone courses.

Baseline

Current % of students in Music, Theatre, and Dance participating in high impact learning experiences in their MUS, THE, and DAN coursework.

Progress

2020 Status
Achieved
100% of undergraduate students complete at least one high-impact learning experience in their dance coursework. This is done primarily through performance ensembles and dance pedagogy in addition to senior capstone. 100% of MUS students engage in High impact experiences through solo performances, ensemble performances, and teaching experiences (for BME students). THE students engage in high impact learning through performance and production.

2018 Status
Substantive Progress
100% of undergraduate students complete at least one high-impact learning experience in their dance coursework. For dance students, this continues to occur in ensembles as well as in their senior capstone courses. Music students continue to complete HI Learning Experiences in their private applied lessons, student recital hour, capstone, and Introduction to Music Education courses.

Music, Theatre, and Dance will regularly assess the impact of advising practices on students in the department.

Baseline

Current advising practices.

Progress

2021 Status
Minimal Progress
Due to annual changes in the person assigned to be the department assessment coordinator, the student advising survey was last administered in 2016.

2018 Status
Not Yet Initiated
Due to the change in Department Assessment coordinators happening late before the start of the current academic term. This has not yet been initiated as of current reporting. Documents will be made and approved with the intent to administer to students beginning in Fall of 2019 by current Assessment Coordinator, Dan Graser.

Expand student production opportunities.

Baseline

Current number of annual productions is 5.

Progress

2020 Status
Achieved
By 2019 we were able to increase the number of student production opportunities to 6.

2018 Status
Not Yet Initiated
Measurement Not Yet Initiatied

Develop theatre capstone course.

Baseline

There is no theatre capstone course currently in the catalog.

Progress

2020 Status
Achieved
THE 495 was approved in SAIL as the new Theatre capstone course in October 2019.

2018 Status
Substantial Progress
Course proposal under review by CLAS Curriculum Committee

Increase number of guest artists in world music, dance, and theatre that represent diverse backgrounds and perspectives.

Baseline

Current number of guest artists in music, theatre, and dance brought in that represent diverse backgrounds and perspectives.

Progress

2020 Status
Substantial Progress
Due to the pandemic and associated budget reductions, we have been limited in our ability to bring guest artists to campus during the past year. Prior to the pandemic, our budget for Arts at Noon was eliminated which was one of our primary means for funding guest artists of diverse backgrounds and perspectives. We plan to renew our efforts in this area for music in Fall 2021. While residences in Fall 2020 were shorter and virtual, in 2020 the dance program brought in 7 artists from diverse backgrounds as guest artists to work with students.

2018 Status
Minimal Progress
In the current season of Arts at Noon we are bringing in a Theatre troupe from the Bahamas (Sizwe Banzi is Dead), a musical duo, FOLTÝN & FOLTÝNOVÁ from Prague, and the TANZGEIGER AUSTRIAN BALLADIERS. In 2018, we brought in 1 dance group to campus for Arts at Noon with an artist representing diverse backgrounds and perspectives: Sanjukta Banerjee, an Indian bharatanatyam dancer. The dance program brought in 2 guest artists representing diverse backgrounds. The dance Fall Arts event featured Kariamu & Company: Traditions, an African dance ensemble.

Increase our audience of diverse learners by 5%.

Baseline

Analyze current box office attendance reports for average attendance numbers.

Progress

2020 Status
Not Yet Initiated
Currently the box office position is unstaffed with Jack Lane retiring in spring 2020.

2018 Status
Not Yet Initiated
Not Yet Initiated

Maintain partnerships with local school districts for collaborative learning experiences between the schools' teachers and students and undergraduate music and dance students.

Baseline

Current partnerships with local school districts.

Progress

2020 Status
Achieved
In 2019 and 2020, we maintained partnerships with local school districts for music education students, music student ensembles, dance students, and theatre students.

2018 Status
Substantive Progress
In 2018, dance students worked with four schools as part of Freshman Company. Music student ensembles, comprising saxophone quartets, woodwind quintets, and brass ensembles participated in dozens of collaborative performances and clinics for local schools.

Students in the Department of Music and Dance will regularly perform and/or present scholarly works as part of their undergraduate coursework.

Baseline

Current numbers of student performances and/or presentations.

Progress

2020 Status
Achieved
In 2020, 12 music and 10 dance students presented scholarly/creative work as part of a Senior Project. Students in Music, Theatre, and Dance continued to perform in modified and virtual formats during the COVID pandemic.

2018 Status
Substantive Progress
In 2018, all students in music regularly performed in ensembles, both large and chamber ensembles, as co-requisite with their applied lessons. All students in dance performed in either Dance Company or Freshman Company. In music, 15 students presented scholarly/creative work as part of a Senior Project. In Dance, 10 students presented scholarly/creative work as part of a Senior Project.

When appropriate, the Department of Music, Theatre, and Dance will provide support for approved student travel and/or performance experiences to aid their professional development.

Baseline

Current financial support for student travel.

Progress

2020 Status
Achieved
Our financial support for student travel has increased significantly through the generosity of our donors and their establishment of two endowment funds: The Linn Maxwell Keller Professional Vocalist Experience Endowment and the Thomas J. and Marcia J. Haas Endowment for the Performing Arts. These two funds will greatly enhance our students’ ability to travel to professional development opportunities once pandemic travel restrictions are lifted

2018 Status
Substantive Progress
In 2018, there was a small reduction in funds allocated for student travel, however, student travel needs were well met.

Increase number of Music, Theatre, and Dance faculty who complete university sponsored training in developing and implementing high-impact student learning experiences.

Baseline

Current faculty teaching courses that include high-impact student learning experiences.

Progress

2020 Status
Minimal Progress
In 2020, no faculty reported participation in university sponsored training in high-impact student learning.

2018 Status
Minimal Progress
in 2018, no faculty reported participation in university sponsored training in the development of high-impact student learning practices.

Recognize and reward co-curricular activities f Theatre faculty.

Progress

2020 Status
Substantial Progress
This objective is mostly completed through the newly created and submitted Music, Theatre, and Dance personnel documents. The Department is awaiting approval for the document to complete this objective.

2017 Status
Not Yet Initiated
not begun

Faculty and staff in Music, Theatre, and Dance will participate in university sponsored intercultural training and development.

Baseline

Current faculty and staff participating in intercultural training and development.

Progress

2020 Status
Minimal Progress
1 faculty member is currently listed as an inclusion advocate for the university, and 1 faculty member reported attendance at a university workshop on intercultural teaching practices.

2018 Status
Minimal Progress
2 faculty and 1 PSS staff member reported receiving training as inclusion advocates for 2018.

Maintain the number of Music, Theatre, and Dance faculty members who participate in one or more external professional organizations.

Baseline

Current number of Music, Theatre, and Dance faculty members who participate in external professional organizations.

Progress

2020 Status
Achieved
20 MUS faculty, 2 DAN faculty, and 4 THE faculty reported participation in one or more external professional organizations.

2018 Status
Substantive Progress
18 music faculty, 2 dance faculty, and 5 theatre faculty reported participation in one or more external professional organizations.

At least 10% of Music, Theatre, and Dance faculty work on strategic long-term partnerships in the community.

Baseline

Current Music, Theatre, and Dance faculty engaging in partnerships with the community.

Progress

2020 Status
Minimal Progress
Due to the COVID pandemic, faculty and students have had limited contact with our community partners. Although we maintain the long-term partnerships we've had with schools in the area through student teaching placements and clinics given prior to the onset of the pandemic, our opportunities for further outreach and engagement have been limited this year.

2018 Status
Minimal Progress
In 2018, music education faculty maintained collaborations with local school districts to create opportunities for our BME students to observe and practice teaching in undergraduate methods classes.

Create a theatre specific alumni database that will showcase our prepared and successful alumni.

Baseline

No database

Progress

2020 Status
Minimal Progress
Theatre has been working on forms for Alumni to use to self-report their activities and to add short videos of their experiences at Grand Valley, but Covid has impacted the work we’re doing and severe budget cuts to the Shakespeare Festival impacted our ability to further this pursuit.

2018 Status
Minimal Progress
Theatre hosted an alumni event in fall 2018 with increased outreach to alumni and with a positive response.

Document evidence of prepared alumni by formalizing and implementing a plan to archive production work.

Baseline

No plan for archiving

Progress

2020 Status
Not Yet Initiated
Covid has impacted the work we’re doing and severe budget cuts to the Shakespeare Festival impacted our ability to further this pursuit.

2018 Status
Not Yet Initiated
Not Yet Initiated

All Music, Theatre, and Dance tenure track faculty will complete academic advisor training in the use of the Student Success Collaborative advising tool.

Baseline

Current faculty who have completed academic advisor training.

Progress

2020 Status
Minimal Progress
After the university switched from the Student Success Collaborative to EAB Navigate as the platform for advising, no faculty have reported training in the use of the new platform.

2018 Status
Substantial Progress
No new training reported since 2017.

The Department of Music, Theatre, and Dance will continue to support faculty engaging in professional development related to innovating teaching.

Baseline

Current number of faculty engaging in professional development related to innovative teaching

Progress

2020 Status
Substantial Progress
Seven faculty reported engagement in professional development related to innovative teaching.

2018 Status
Substantive Progress
There has not been a change since last academic year in this area.

The Department of Music, Theatre, and Dance will continue to support faculty who present their scholarly and creative work.

Baseline

Current number of faculty who present their scholarly and creative work.

Progress

2020 Status
Substantive Progress
20 faculty reported presentation of their scholarly/creative work in 2020.

2018 Status
Substantive Progress
25 faculty reported presentations of scholarly/creative work in 2018.

At least 50% of faculty and staff in Music, Theatre, and Dance participate in professional development to expand, enhance, or extend their competencies and capabilities within the context of ther responsibilities of their positions.

Baseline

Current % of faculty and staff participating in professional development.

Progress

2020 Status
Substantive Progress
In 2020, 2 faculty reported participating in professional development to expand, enhance, or extend their competencies and capabilities within the responsibilities of their professions.

2018 Status
Not Yet Initiated
This review is still being conducted and will be concluded at the end of January 2019.

GVSU Music, Theatre, and Dance will actively recruit and make efforts to increase student enrollments (majors and non-majors) from marginalized portions of the population.

Baseline

We currently do not specifically target students (majors and non-majors) from marginalized populations.

Progress

2020 Status
Not Yet Initiated
We have not begun to track this data.

2018 Status
Not Yet Initiated
We have not begun to track this data.

Increase the number of theatre majors by enhancing and improving recruitment and retention practices.

Baseline

Current theatre majors average 40-45 per year with present recruitment practices.

Progress

2020 Status
Minimal Progress
Covid impacted recruiting for 2020. Additionally, staffing issues in the theatre major program is affecting recruiting and retention. Students see a program that is understaffed especially in the performance studies areas that most potential students are interested in pursuing.

2018 Status
Substantive Progress
Theatre faculty have increased engagement with potential students at Michigan Thespian Conference, Music Theatre and Dance's Theatre Day and with Open Houses at Laker Experience Days.

Secure re-accreditation from the National Association of Schools of Music (NASM) and pursue accreditation from the National Association of Schools of Dance for the years 2020-2030.

Baseline

GVSU maintains current accreditation from NASM, but not from NASD.

Progress

2021 Status
Substantial Progress
Music and Dance faculty have attended the annual meetings of NASM and NASD in preparation for re-accreditation through NASM and to ensure curricular alignment with NASD standards.

2018 Status
Substantive Progress
Music and Dance faculty have attended the annual meetings of NASM and NASD in preparation for re-accreditation through NASM and to ensure curricular alignment with NASD standards.

Implement an 18 month production planning cycle to maximize human and fiscal resources as well as allow for more thoughtful reuse, re-purposing or recycling of material resources.

Baseline

Current practice is to publish the production season schedule and designate the production budget in the late winter semester for a season beginning in the subsequent fall.

Progress

2020 Status
Minimal Progress
While the theatre program has made efforts towards this and had regular discussions, theatre season planning has been greatly impacted by loss of theatre performance faculty who would be directing productions for the season. Additionally, COVID has impacted budgets and season planning for the time being.

2018 Status
Not Yet Initiated
Not Yet Initiated

Develop a visual set prop inventory/database for properties to maximize human and fiscal resources as well as allow for more thoughtful reuse, re-purposing, or recycling of material resources.

Baseline

No inventory of current set props

Progress

2020 Status
Achieved
There is now a computer that makes props searchable and find location information. Props have been photographed and entered into a database.

2018 Status
Substantive Progress
Theatre has moved prop storage as a result of new Performing Arts Center facilities. Preparing an inventory and photo database has begun and is being used.

Procure a new set of performance furniture that is suitable for rehearsal and for performances for limited budget productions in order to maximize human and fiscal resources.

Baseline

A motley and mismatched collection of acting cues and castoff furniture exists.

Progress

2020 Status
Substantive Progress
COVID-19 impacted and redirected staff needs away from this pursuit. Additionally, assessing ongoing furniture needs will need to await new faculty directors in order to consider their preferences, perspectives, and instruction methods.

2018 Status
Substantive Progress
A new staff hire with welding ability will enable the construction of new purpose built furniture. Theatre scene designer and performance faculty need to finalize and prioritize furniture plans.

Theatre seeks unit independence to meet challenges and problems elaborated in Self-study.

Baseline

Currently, Theatre is one of eight semi-autonomous majors within the School of Communications.

Progress

2020 Status
Achieved
No further progress is needed. This was previously achieved.

2018 Status
Achieved
Transition to MTD Department is completed.

The Department of Music and Dance will transition to a Department of Music, Theatre, and Dance.

Baseline

Theatre has previously been part of the School of Communications.

Progress

2020 Status
Achieved
In Fall 2017, Theatre officially joined with Music and Dance to create a Department of Music, Theatre, and Dance.

2018 Status
Achieved
In Fall 2017, Theatre officially joined with Music and Dance to create a Department of Music, Theatre, and Dance.

Grand Valley Music, Theatre, and Dance will publicly champion inclusion of students from all backgrounds in its ensembles, productions and scholarly activity.

Baseline

We currently do not have a plan of action.

Progress

2020 Status
Not Yet Initiated
Data collection has not begun for this objective.

2018 Status
Not Yet Initiated
Data collection has not begun for this objective.

Seek new constituencies while serving present stakeholders through high impact community engagement experiences by insuring sustainability of React/Theatre for Social Change courses and productions.

Baseline

No permanent course

Progress

2020 Status
Achieved
THE 325 has been accepted as a theatre elective course and as a General Education Issues course. It is regularly offered and is being adapted to a hybrid/online course.

2018 Status
Achieved
THE 365 has been approved by faculty governance and is an approved issues course for General Education. It will be offered Fall 2019.

Music education and dance students will continue to symbiotically partner with area schools in service learning activities

Baseline

We do some service learning in our methods courses.

Progress

2020 Status
Substantive Progress
Due to COVID, the Freshman Dance Company has been unable to perform and teach in public schools. Likewise, BME students have been unable to actively participate in service learning activities within their music education methods courses.

2018 Status
Substantive Progress
Dance students in Freshman Company performed and provided workshops to students in 4 schools. Music Education students continue to work with public school music teachers and students in MUS 456, 465, and 461.

Seek National Association of Schools of Theatre (NAST) accreditation

Baseline

No accreditation

Progress

2020 Status
Minimal Progress
A faculty member attended 2019 conference. The 2020 conference was disbanded and the 2021 is also not happening as usual. The conferences provide information needed to begin the process of accreditation. Loss of faculty also impacts this pursuit.

2017 Status
Not Yet Initiated
A theatre faculty member will attend the March 2018 NAST meeting to better understand and prepare for the accreditation process.

Seek to expand involvement with Kennedy Center/American College Theatre Festival to include enteriAng a production as a participating entry once every four years.

Baseline

All productions are associate entries.

Progress

2020 Status
Minimal Progress
Due to COVID protocols, ACTF changed its procedures for 2020. As a result, . Revolutionists was a participating entry. However, it likely would not have been during a regular season.

2018 Status
Not Yet Initiated
Theatre has moved from the Scholl of Communications to Music, Theatre and Dance. Theatre needs to miniate conversation with Department leadership.

Seek new constituencies while serving present stakeholders through high impact community engagement experiences by insuring sustainability of Bard to Go international/national tours.

Baseline

Current practice is year to year ad hoc, student participants are only vaguely informed of the additional commitment necessary with the international/national tours when they audition in the spring.

Progress

2020 Status
Minimal Progress
This objective is unattainable due to budget cuts to the Shakespeare Festival. Unless we could find a sponsor for the Bard to Go program, it will only be able to travel to area schools.

2018 Status
Minimal Progress
Shakespeare festival committee discussions continue. Actions are tabled due to expected budge cuts.

GVSU Music, Theatre, and Dance students will prepare and execute performances at state, regional and national venues.

Baseline

We currently have a few instances in which our students perform and present at conferences and other venues (such as high schools).

Progress

2020 Status
Substantive Progress
While performance opportunities have been severely limited, dance students did perform at the American College Dance Association's East-Central Conference at Western Michigan University before the COVID shutdown.

2018 Status
Substantive Progress
In 2018, 4 dance students performed in an interdisciplinary performance at The Block in Muskegon. Dance students also performed at ArtPrize, Oakland Dance Festival, and the American College Dance Association's East-Central Conference held at Ohio University. Music majors performed at the Orford, Arosa, and Brevard summer music programs all by audition.

GVSU Music, Theatre, and Dance faculty will demonstrate increased presence at state, regional and national conferences, conferences and on governing boards.

Baseline

Faculty are currently active at state and some regional and national events, but increased visibility is desired.

Progress

2020 Status
Achieved
In 2020 15 faculty reported attending state, regional, or national conferences, and 8 faculty reported serving on governing boards for professional organizations.

2018 Status
Not Yet Initiated
This data is collected at the beginning of the calendar year and will be available by the end of January 2019.

GVSU Music, Theatre, and Dance will financially support music, theatre, and dance students' performances and presentations at state, regional and national venues.

Baseline

There is currently selective and shared support for each given academic year.

Progress

2020 Status
Substantial Progress
Our financial support for student travel has increased significantly through the generosity of our donors and their establishment of two endowment funds: The Linn Maxwell Keller Professional Vocalist Experience Endowment and the Thomas J. and Marcia J. Haas Endowment for the Performing Arts. These two funds will greatly enhance our students’ ability to travel to professional development opportunities once pandemic travel restrictions are lifted. Typically this funding is sufficient to support individual student travel. Additional support is needed to support travel for student performances and group presentations.

2018 Status
Substantive Progress
In 2018, student travel was supported at equal rates to previous year.

GVSU Music, Theatre, and Dance will financially support faculty involvement at state, regional and national conferences, conferences and on governing boards.

Baseline

Current funding is available through faculty development funds and discretionary moneys from Department Chair.

Progress

2020 Status
Substantive Progress
Financial support available for faculty travel to conferences has remained the same, although due to the pandemic travel was significantly curtailed. Control of the funding was also moved to the university level this past year due to the pandemic to allow for repurposing for other faculty development opportunities.

2018 Status
Substantive Progress
Consistent levels of faculty development funds were available to support faculty travel to conferences with slight budget constraints