Fine Arts Table of Contents Section 1: Unit Goals/Progress/Accomplishments
Fine Arts Table of Contents Section 1: Unit Goals/Progress/Accomplishments ...... 2 Section 2: Evaluation and Planning Program Viability ...... 4 Art Education BA ...... 4 Fine Arts BA ...... 8 Fine Arts BFA ...... 11 Fine Arts ND...... 14 Fine Arts - Ceramics BFA ...... 17 Fine Arts - Drawing BFA ...... 20 Fine Arts - Painting BFA ...... 23 Fine Arts - Printmaking BFA ...... 26 Fine Arts - Sculpture BFA ...... 29 Section 3: Department Undergraduate Non-Dual Credit Hour Production ...... 32 Section 4: Faculty/Staff/Student Accomplishments ...... 33 Section 5: Alumni Information ...... 35 Section 6: Resource Allocation Request ...... 36 Supporting Documents ...... 37 Annual Program Review Data Definitions ...... 49
Fine Arts Annual Report Department Annual Report (outline) I. Unit Goals/Progress/Accomplishments: focus on department/program accomplishments. II. Program Viability and Enrollment Management: includes viability metrics, departmental enrollment management plan and departmental performance toward meeting enrollment management goals (supported by enrollment management report provided by Institutional Research). III. Faculty, Student, and Staff Accomplishments: focus on individual accomplishments that provide evidence of advancing or enhancing program quality IV. Alumni Accomplishments V. Resource allocation recommendations Department Annual Report (template) Section 1: Unit Goals/Progress/Accomplishments1 In Table 1 list Unit Goals from the Five Year Plan and additional goals established for the current year, describe actions implemented to help achieve goals, and provide evidence of how the actions taken contribute to goal achievement. Table 1: Progress in Accomplishing 5 Year Goals Evidence of Progress to Unit Goal2 Action Items Goal (performance relative to action item) Increase by 25% the Enhance relationships We have in good faith recruitment of high school art with high schools implemented these action students known for strong art items. Our incoming high programs school scholarship portfolio Recruit students through applicants went from 2 in Fine Arts high school 2016 to 7 in 2017, an increase art exhibitions of 250%. Schedule faculty visits
to high schools noted as strong art programs Produce video of Fine Arts student experiences at IPFW Produce systematic mailings of Fine Arts information to high schools Create email list of students entering high school exhibition Create video and promotional materials for recruitment purposes
1 This section does not include enrollment goals. Enrollment goals are reported in Section 2. 2 In transition prior to development of 5 year strategic plan, use USAP Yr. 1 and 2 Reports Creation of Friday workshops for high school students Continuation and enhancement of Saturday studio classes via Community Arts Academy (CAA) Workshops for regional art teachers Expand our reach of students from outside our region
Improve assessment Create a more thorough This will become a reality procedures for Fine Arts rubric for 100-level this fall. All students, degrees review assessment including the BA majors, Require review of all must submit portfolios of degrees at 200 level their studio art for review and Create a more thorough assessment. rubric for 200 level review With the change to Art and Chart improvements or Design, we have declines from 100 through 200 levels for implemented with VCD a all degrees new core curriculum and all Create additional students must submit a 200 procedures beyond level portfolio. portfolio reviews for clearance into Art Education and BFA degrees Require third-year review for Art Education and BFA degrees
Strengthen and broaden Study Petition campus for The FINA Study Abroad Abroad Program more fluid actuation of Program has maintained trip procedures popularity and successful Petition for a Study numbers of attendees. Certain Abroad Track within elements remain problematic, Fine Arts degrees however, in booking and Create a Study Abroad paying for hotels. The Honors class Department of Continuing Broaden advertising to a Studies (DCS) has been larger spectrum of the campus helpful and cooperative, but Build stronger we have not seen the relationships with institutional support from IU Education, History, and or Purdue we had hoped. Language units; and create an International Study certificate Create and submit new class numbers and descriptions more specifically defined study abroad, classes Create ‘touch point’ relationships (networking) with student services in Study Abroad countries
Create a more comprehensive Designate a department We have and continue to safety program within safety officer work with Radiological and department Schedule a bi-yearly Environmental Management. inspection of labs The purchase of a SawStop Assure that all Material table saw for the wood shop Safety Sheets demonstrates our concern for handbooks are safety. More needs to be done displayed, accurate, and in the area of dust collection explained to students in each class in VA 118, and fume hoods Create better signage in are needed in Printmaking, labs VA 204. Create a stronger woodshop safety program Petition for a wood shop supervisor Lab certification by Radiological and Environmental Management Increased security from theft and vandalism
Maintain and enhance Provide resources for Financial resources are regional and state presence of the Director of Art provided annually, and Dr. Art Education program. Education to attend state Campbell has founded an conferences/meetings, NAEA chapter for our to network with area campus. teachers, and for a student NAEA chapter for art education majors.
Support faculty research Creation of internal Each faculty member receives research fund between $500.00 to $1000.00 at the start of the academic year to be used on their research/creative endeavor.
Section 2: Evaluation and Planning Program Viability Art Education BA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 18 34 5 2016 15 43 13 2015 19 49 4 2014 19 45 4 2013 17 40 7 2012 22 46 6 Averages 18 45 7
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 27.91% 18.60% 0.577 2015 08.16% 20.41% 0.905 2014 08.89% 13.33% 1.267 2013 15.00% 10.00% 1.308 2012 10.87% 26.09% 1.000 Ratios 13.90% 17.94% 0.948
Art Education BA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 18 34 2016 15 43 16 6 12 1 8 2015 19 49 28 7 4 0 10 2014 19 45 30 5 4 0 6 2013 17 40 26 3 6 1 4 2012 22 46 23 5 5 1 12 Summary 92 223 123 26 31 3 40
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 25 - 30 Recruit and host 22 17 19 19 15 18 Majors programs. Scholarships.
Retained in 90% Scholarships and quality 23 26 30 28 16 Major of education.
Retained at 90% Scholarships and quality 28 29 35 35 22 IPFW of education.
Total 50 Scholarships and quality 46 40 45 49 43 34 majors of education.
Graduated 5 – 10 annually Maintain quality of 5 6 4 4 12 in Major education.
Stopped Less than 5% Maintain quality of 12 4 6 10 8 Out education.
Art Education BA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
Art Education has had a successful period of growth, followed by a current leveling off process. 2016 saw a record high number of graduates at 13. Students still come into our program expressing the desire to focus on Art Education. We have had two students recently who switched from Art Education to Ceramics.
This program will keep its viability as a practical area of art which leads to employment. The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day. Fine Arts BA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 22 43 2016 22 46 5 2015 23 47 4 2014 16 48 7 2013 28 72 10 2012 45 86 9 Averages 27 60 7
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 10.87% 21.74% 0.880 2015 08.51% 27.66% 1.000 2014 14.58% 22.92% 0.667 2013 12.50% 27.78% 0.718 2012 09.30% 22.09% 1.098 Ratios 11.04% 24.41% 0.882
Fine Arts BA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 22 43 2016 22 46 21 10 5 0 10 2015 23 47 24 6 4 0 13 2014 16 48 24 6 7 0 11 2013 28 72 32 10 9 1 20 2012 45 86 44 14 8 1 19 Summary 134 299 145 46 33 2 73
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 25 - 30 Recruit, offer as an 45 28 16 23 22 22 Majors option to the BFA.
Retained in 90% Scholarships and quality 44 32 24 24 21 Major of instruction.
Retained at 90% Scholarships and quality 58 42 30 30 31 IPFW of instruction.
Total 40 Scholarships and quality 86 72 48 47 46 43 majors of instruction.
Graduated 5 – 10 annually Maintain quality of 8 9 7 4 5 in Major education.
Stopped Less than 5% Scholarships and quality 19 20 11 13 10 Out of instruction.
Fine Arts BA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BA has become a viable option for students who either do not pass the BFA or Art Ed. BA portfolio review, or, want to study art but without the intense studio experience of the BFA degree. It also allows one to study art and have room for a minor in another field. As we merge with VCD and become Art and Design, this degree will see its numbers grow by the fact that VCD does not have this degree as an option in their program.
The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day. Fine Arts BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2016 2015 2014 2013 1 2 0 2012 4 4 0 Averages 3 3 0
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 2015 2014 2013 00.00% 50.00% 1.000 2012 00.00% 25.00% 4.000 Ratios 00.00% 33.33% 2.500
Fine Arts BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 2016 2015 2014 2013 1 2 1 0 0 0 1 2012 4 4 3 0 0 0 1 Summary 5 6 4 0 0 0 2
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA NA 4 1 Majors
Retained in NA NA 3 1 Major
Retained at NA NA 3 1 IPFW
Total NA NA 4 2 majors
Graduated NA NA 0 0 in Major
Stopped NA NA 1 1 Out
Fine Arts BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
All of the Fine Arts BFA concentrations start on page 15 of this document and goes through page 27. The reason why the Fine Arts BFA starting on page 12 is listed in this document is because there were a handful of students who declared a Fine Arts BFA without a concentration. Fine Arts ND Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2016 2015 2014 2013 2012 1 1 0 Averages 1 1 0
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 2015 2014 2013 2012 00.00% 100.00% 1.000 Ratios 00.00% 100.00% 1.000
Fine Arts ND (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 2016 2015 2014 2013 2012 1 1 0 0 0 0 1 Summary 1 1 0 0 0 0 1
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA NA 1 Majors
Retained in NA NA 0 Major
Retained at NA NA 0 IPFW
Total NA NA 1 majors
Graduated NA NA 0 in Major
Stopped NA NA 1 Out
Fine Arts ND (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
All BFA students must declare a major area of concentration, (Painting, Drawing, Sculpture, etc.) this category does not apply. Fine Arts - Ceramics BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 3 5 2016 2 2 0 2015 0 2 2 2014 1 5 3 2013 2 3 0 2012 2 3 2 Averages 1 3 1
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 00.00% 00.00% 2.000 2015 100.00% 00.00% 0.000 2014 60.00% 00.00% 0.333 2013 00.00% 00.00% 2.000 2012 66.67% 00.00% 1.000 Ratios 46.67% 00.00% 1.000
Fine Arts - Ceramics BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 3 5 2016 2 2 2 0 0 0 0 2015 0 2 0 0 2 0 0 2014 1 5 2 0 3 0 0 2013 2 3 3 0 0 0 0 2012 2 3 1 0 2 0 0 Summary 7 15 8 0 7 0 0
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 10 – 15 Scholarships and quality 2 2 1 0 2 3 Majors of instruction.
Retained in 90% Maintain quality of 1 3 2 0 2 Major instruction.
Retained at 90% Scholarships and quality 1 3 2 0 2 IPFW of instruction.
Total 10 Maintain quality of 3 3 5 2 2 5 majors instruction.
Graduated 2 – 3 per year Maintain quality of 2 0 3 2 0 in Major instruction.
Stopped Less than 5% Maintain quality of 0 0 0 0 0 Out instruction.
Fine Arts - Ceramics BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BFA in Ceramics has always been a stable area. With the switch in faculty of Professor McCroskey to Professor Green, there has been a uptick in enrollments for the major.
As we merge with VCD and become Art and Design, this degree we hope we will see its numbers grow by the fact that VCD does not have this degree as an option in their program.
The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day.
Fine Arts - Drawing BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2016 2015 2014 2013 2012 1 1 0 Averages 1 1 0
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 2015 2014 2013 2012 00.00% 100.00% 1.000 Ratios 00.00% 100.00% 1.000
Fine Arts - Drawing BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 2016 2015 2014 2013 2012 1 1 0 0 0 0 1 Summary 1 1 0 0 0 0 1
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 5 Scholarships and quality 1 Majors of instruction.
Retained in 90% Maintain quality of 0 Major instruction.
Retained at 90% Scholarships and quality 0 IPFW of instruction.
Total 5 Maintain quality of 1 majors instruction.
Graduated 1 -2 per year Maintain quality of 0 in Major instruction.
Stopped Less than 5% Maintain quality of 1 Out instruction.
Fine Arts - Drawing BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BFA in Drawing has been challenging to fill with majors. Our last BFA was in 2012. I have advised several students who have expressed an interest in the major, but it is one of the more difficult areas to find majors to fill.
As we merge with VCD and become Art and Design, this degree we hope we will see its numbers grow by the fact that VCD does not have this degree as an option in their program.
The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day. Fine Arts - Painting BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 1 1 2016 0 1 1 2015 2 3 2 2014 3 4 4 2013 1 3 2 2012 2 3 1 Averages 2 3 2
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 100.00% 00.00% 0.000 2015 66.67% 00.00% 1.000 2014 100.00% 00.00% 0.750 2013 66.67% 00.00% 0.500 2012 33.33% 00.00% 2.000 Ratios 71.43% 00.00% 0.800
Fine Arts - Painting BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 1 1 2016 0 1 0 0 1 0 0 2015 2 3 1 0 2 0 0 2014 3 4 0 0 4 0 0 2013 1 3 1 0 2 0 0 2012 2 3 2 0 1 0 0 Summary 8 14 4 0 10 0 0
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 10 – 15 Scholarships and quality 2 1 3 2 0 1 Majors of instruction.
Retained in 90% Maintain quality of 2 1 0 1 0 Major instruction.
Retained at 90% Maintain quality of 2 1 0 1 0 IPFW instruction.
Total 1-5 Maintain quality of 3 3 4 3 1 1 majors instruction.
Graduated 1 -5 per year Maintain quality of 1 2 4 2 1 in Major instruction.
Stopped Less than 5% Scholarships and quality 0 0 0 0 0 Out of instruction.
Fine Arts - Painting BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BFA in Painting has been steady with majors from one the past two years, to 3 and 4 from 2012 – 2015.
As we merge with VCD and become Art and Design, this degree we hope we will see its numbers grow by the fact that VCD does not have this degree as an option in their program.
The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day.
Fine Arts - Printmaking BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 1 1 2016 1 1 1 2015 2014 2013 1 2 2 2012 1 4 3 Averages 1 2 2
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 100.00% 00.00% 1.000 2015 2014 2013 100.00% 00.00% 0.500 2012 75.00% 00.00% 0.333 Ratios 85.71% 00.00% 0.500
Fine Arts - Printmaking BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 1 1 2016 1 1 0 0 1 0 0 2015 2014 2013 1 2 0 0 2 0 0 2012 1 4 1 0 3 0 0 Summary 3 7 1 0 6 0 0
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 10 – 15 Scholarships and quality 1 1 1 1 Majors of instruction.
Retained in 90% Maintain quality of 1 0 0 Major instruction.
Retained at 90% Scholarships and quality 1 0 0 IPFW of instruction.
Total 5 – 10 Maintain quality of 4 2 1 1 majors instruction.
Graduated 2 – 3 per year Maintain quality of 3 2 1 in Major instruction.
Stopped Less than 5% Maintain quality of 0 0 0 Out instruction.
Fine Arts - Printmaking BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BFA in Printmaking has been steady with majors from one the past two years 2016 & 2017, a gap of zero from 2015 and 2014, but two in 2013 and 4 in 2012..
As we merge with VCD and become Art and Design, this degree we hope we will see its numbers grow by the fact that VCD does not have this degree as an option in their program.
The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day.
Fine Arts - Sculpture BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2 3 2016 2 3 0 2015 1 2 1 2014 4 5 2 2013 0 2 1 2012 Averages 2 3 1
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 00.00% 66.67% 1.000 2015 50.00% 00.00% 1.000 2014 40.00% 20.00% 1.333 2013 50.00% 00.00% 0.000 2012 Ratios 33.33% 25.00% 1.000
Fine Arts - Sculpture BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 2 3 2016 2 3 1 0 0 0 2 2015 1 2 1 0 1 0 0 2014 4 5 2 0 2 0 1 2013 0 2 1 0 1 0 0 2012 Summary 7 12 5 0 4 0 3
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 5 – 15 Scholarships and quality 0 4 1 2 2 Majors of instruction.
Retained in 90% Maintain quality of 1 2 1 1 Major instruction.
Retained at 90% Scholarships and quality 1 2 1 1 IPFW of instruction.
Total 5 – 10 Maintain quality of 2 5 2 3 3 majors instruction.
Graduated 2 - 4 per year Maintain quality of 1 2 1 0 in Major instruction
Stopped Less than 5% Maintain quality of 0 1 0 2 Out instruction
Fine Arts - Sculpture BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BFA in Sculpture has been one of the most steady areas with majors from 2013 – 2017.
As we merge with VCD and become Art and Design, this degree we hope we will see its numbers grow by the fact that VCD does not have this degree as an option in their program.
The future of this and all our areas of concentration will benefit from our outreach to High Schools via classroom visitations, departmental scholarships, and workshop/visitation experiences hosted by us, like the recent High School Art Day.
Section 3: Department Undergraduate Non-Dual Credit Hour Production Discussion: Describe changes in total non-dual credit hour production for your program and the relationship of non-dual credit hour production to overall program viability. You may include a discussion of the contribution of service hours to program viability. Fall In-Major Service Total Credit Hours Fall 2017 531 768 1299 Fall 2016 664 765 1429 Fall 2015 712 903 1615 Fall 2014 711 807 1518 Fall 2013 837 901 1738 Fall 2012 925 1027 1952
Section 4: Faculty/Staff/Student Accomplishments 1. Scholarship and Creative Endeavor
Selected Faculty Accomplishments: • Invited or Juried Solo Exhibitions:
Christopher Ganz 3 group exhibitions
John Hrehov 2 group exhibitions, one solo
Audrey Ushenko 2 group exhibition
Dana Goodman 1 group exhibitions
Seth Green 8 Group exhibitions
• Peer Reviewed Papers and Panel Presentations:
Dr. Laurel H. Campbell 2 Paper Presentations
Steven Cody 2 Peer-reviewed Paper Presentations
• Visiting Artist or Invited Lecturer positions:
Christopher Ganz Visiting lecturer this Spring at Marshall University
• Peer Reviewed Publications:
Dr. Laurel Campbell 1 Interview Published
Steven Cody one peer-reviewed article under consideration one book under consideration
• Awards/Grants:
Christopher Ganz one Faculty Development Grant from the CVPA, and additional funding from the Department and the Vice Chancellor's Office to fund travel for his sabbatical project in Venice.
2. Teaching and Learning
Digital portfolio reviews created for 100 and 200 level reviews Improved equipment in Ceramics including glaze bins, new wheels, wood fire kiln New SawStop table saw in the wood shop will help with safety Revised Core Curriculum with VCD to prepare for the new Art and Design department Crosslisting of classes to up the enrollments in Drawing, Ceramics, Printmaking, Painting, and Metals
3. Service
Creation of High School Art Day and Workshops for local High Schools On-sight high school visits and workshops “Empty Bowls” fundraiser for local food banks that resulted in his inclusion in several local news outlets/magazines/newspapers. Exhibition by Bill Roebel’s art collection, which brought in a new sector of the community.
Section 5: Alumni Information In this section discuss how your program is contributing to the ongoing success of its graduates. Include information such as survey information (e.g. First Destinations Survey), alumni career accomplishments, employment information, and professional and graduate school enrollment
Our department maintains contact with our graduates via social media and personal interaction. Below are some of our alumni successes and accomplishments: Julie Wall, Owner-Operator at The HEDGE in Fort Wayne Peter Lupkin, artist/designer at William L. Lupkin Designs and exhibits at Gallery Victor Armendariz, Chicago, IL. Jason Stopa, Artist and critic for Art In America, New York, NY. Hatidza Mulic, Director of Croatia Study Abroad Program and Part-Time Instructor, Lamar Dodd School of Art, University of Georgia Matt Schaffer, Art instructor at Santa Fe College & University in Gainesville, Florida Derek Hibbs, MFA candidate, Printmaking/Art at University of Wisconsin-Madison Ellen Mensch, Gallery Assistant at Artlink Contemporary Gallery and Lead Artist at Bottle and Bottega Joshua Hoering, Teacher: Photography & Ceramics at North High School in Downers Grove (DGN) and Board Director / Portfolio Coordinator at Illinois High School Art Exhibition Janak Narayan, Works at Janak Narayan Fine Art Joshua Pyburn, MFA candidate, Maryland Institute College of Art, (MICA) Baltimore, MD Krystal Booth, Works at LAIKA film works, Portland, OR. Nathan Taves, Self-employed artist Jonathan Burns, Works at Reinmuth Bronze Studio, inc and Jon Burns Fine Art Samantha Conrad, MFA candidate, Kendall College of Art and Design of Ferris State University, Grand Rapids, MI Julia Hardin, Art Teacher at Jefferson High School and Art Teacher at East Elementary, Madison, WI Missy Czaja, Elementary Art Teacher at East Allen County Schools Barbara Nohinek Zee-Cheng, MFA candidate, Lesley University College of Art and Design, Boston, MA John Platt IV, Art Teacher, Northrop High School at Fort Wayne Community Schools and Artist/Owner at Platt Pottery Shad Igney, MFA candidate, Herron School of Art and Design, Indianapolis, IN Angie Platt, Ceramics Teacher at Northrop High School Kylee Heisler, Art Teacher at Concordia Lutheran High School
Section 6: Resource Allocation Request Please use the section below to discuss resources needed to help meet departmental and enrollment management goals. Describe the specific projected uses of those funds and your plan for evaluating the effectiveness of the requested resources in helping reach departmental and enrollment management goals.
Continued financial assistance with departmental scholarships to retain students Continued support in studio upgrades in lighting, ventilation, and space – especially painting Space and financial assistance for possible Masters program in Art Education Financial support to remain visible as a viable art program in the region with the change to Purdue University Fort Wayne Advertising of program to the region and outside the region and connecting states Faculty lines needed, especially in Foundations, Metals, and Art History to remain competitive Gallery space much needed to maintain NASAD accreditation and remain competitive with other institutions of art training in our region and beyond. Financial resources needed to improve the study abroad program. Supporting Documents 1. 5 Year Strategic Plan for Unit (produced at last program review). For programs transitioning to the new Program Review Process, the two USAP reports (or, a unit strategic plan developed for the period) should be included.
University Strategic Alignment Process (USAP) Department of Fine Arts
PART I
1. How does your unit support the mission of the university? This may include your mission and vision statements. (no more than 200 words) The mission of the Department of Fine Arts is to: Educate students and the community in Fine Art. Degrees offered are Bachelor of Arts (B.A.), Bachelor of Fine Arts (B.F.A.), Bachelor of Arts in Art Education, a Minor in Art History, and a Fine Arts Minor. Students successfully completing the requirements of the Fine Arts degrees should be able to: • Understand the non-verbal language of art • Develop responses to visual phenomena, and organize perceptions and conceptualizations, both rationally and intuitively • Become familiar with and develop competence in a number of art skills • Make valid assessments of quality in works of art • Become familiar with the major achievements in the history of art, including the works and intentions of leading artists past and present • Understand and evaluate contemporary thinking about art Vision The IPFW Department of Fine Arts will be a regionally recognized Fine Arts program, known for its regional impact and: the excellence, value, and accessibility of its training programs its exceptional academic curricula and facilities that foster unique teaching, learning, and student environments the scholarly and creative accomplishments of its faculty, students, and staff its contributions to the quality of artistic and creative life of the region.
Please list (a bulleted list is fine) significant accomplishments from the last three years as they align with Plan 2020 goals: I. Foster Student Success 90 % Hiring Rate of Art Education Graduates Doubled Art Education majors Started Study Abroad/Studio Program Increased number of minors in Art History and Studio Collaborated with VCD to comply with NASAD standards II. Promote the Creation, Integration, and Application of Knowledge
Selected Faculty Accomplishments:
• Invited or Juried Solo Exhibitions:
Christopher Ganz
4 solo or two-person shows 1 four person-person show
John Hrehov
2 solo exhibitions and 4 group exhibitions
Audrey Ushenko
1 solo exhibition and 2 group exhibitions
Dana Goodman
4 group exhibitions
• Peer Reviewed Papers and Panel Presentations:
Dr. Laurel H. Campbell
5 Paper Presentations
Audrey Ushenko
2 Presentations
• Visiting Artist or Invited Lecturer positions:
Christopher Ganz
3 visiting artist/lecturer
John Hrehov
2 lectures
• Public Projects or Commissions:
John Hrehov
1 Commission
Audrey Ushenko
5 Public Works Created
• Peer Reviewed Publications: Dr. Laurel Campbell
1 Book
6 Book Chapters
• Journal Articles:
Dr. Laurel Campbell
1 Article
• Reviews of Artwork:
John Hrehov
3 Published Reviews
Audrey Ushenko
4 Published Reviews
• Other Publicity:
John Hrehov
IPFW Featured Faculty Lecture, February 3, 2012
Audrey Ushekno
1 Television Segment
• Awards/Grants:
Christopher Ganz
1 International Award
John Hrehov
2012 IPFW Featured Faculty Award
2 ORES Grants
Audrey Ushenko
1 Individual Artist Project Award
1 IPFW Grant
III. Serve as a Regional Intellectual, Cultural, and Economic Hub for Global Competitiveness Creation of Saturday program for High School students Growth of the Art Education program (10% growth per year) Extensive and growing regional High School outreach (seeking 50% growth per year in freshman enrollment) Study abroad program in Italy (control program within unit) IV. Create a Stronger University through Improving the Support of Stakeholders and the Quality and Efficiency of the Organization Revised our curriculum to comply with the four-year state-mandated state graduation
2. Please list any other significant accomplishments from the last three years not listed in question 2 (a bulleted list is fine): NASAD (National Association of Schools of Art and Design) Accreditation (2014-2019) Faculty Grants and Awards Streamlined student advising (Three advisors coordinate meetings with students)
3. What program-specific accreditations and status do you have if any?
NASAD (National Association of Schools of Art and Design) accredited (2014)
a. How do these constrain or benefit the work of your unit? Increased workload of faculty to achieve and retain accreditation (constraint) Increased recruiting (benefit) Increased leverage towards campus to meet unit needs to retain accreditation (benefit)
4. What federal and/or state laws or mandates do you address, if any? a. How do these constrain or benefit the work of your unit? Safety mandates as overseen by campus State teacher licensing mandates Student privacy Family Educational Rights and Privacy Act (FERPA)
5. On what activities, if any, do you spend resources (money, time, people, etc.) inefficiently or in ways that do not support the mission of your unit or the university? List as many as apply. Budget acclamation for Study Abroad program CONCUR Class Climate Multiple productivity reports Classroom delays from slow computer internet access and speed
6. Upon review of your IR Department Profile (for academic units) and FY 14-15 Budget information, are there any data you want to correct or contextualize? To view your profile or budget visit the Office of Institutional Effectiveness website: http://www.ipfw.edu/offices/ir/profiles/ Number of student enrollment: Fine Arts – 70, Art Education – 42, Total: 112 PART 2 Instructions: Please complete this form for each unit goal. (Note: Each unit that is directly responsible for student learning (whether the unit is academic or academic support) should include at least ONE unit goal (among its other goals) that aligns with EITHER Goal I.A.1 or I.A.2. Enter a unit goal. Increase by 25% the recruitment of high school art students with 3.0 GPA and above Goal #1 What 2020 goal(s) does this unit goal align I.A.1 Improve quality and fidelity of assessment process of with? List as many as apply. If it does not degree/certificate programs, General Education, and align, you may leave this blank or clarify. Baccalaureate Framework with dedicated resources.
Is the unit goal high, medium or low priority? High Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Enhance relationships with high schools known for strong art support this unit goal? programs Recruit students through Fine Arts high school art exhibitions Schedule faculty visits to high schools noted as strong art programs Produce video of Fine Arts student experiences at IPFW Produce systematic mailings of Fine Arts information to high schools Create email list of students entering high school exhibition Create video and promotional materials for recruitment purposes Creation of Friday workshops for high school students Continuation and enhancement of Saturday studio classes via Community Arts Academy (CAA) Workshops for regional art teachers Expand our reach of students from outside our region
With what metrics will you assess progress Chart enrollment of high ranking students who attend program toward accomplishing this unit goal on an or IPFW after contacting them through high school art exhibition annual basis? Record percentage of students who attend Fine Arts program or IPFW after faculty visits
Are you able to accomplish this unit goal Partially with your current resources?
If no, what additional resources do you need Funding for Gallery Coordinator for high school exhibition to accomplish this unit goal? Expertise creating video Tech support for Internet links Work study student for mailings
What challenges, other than financial Access to high schools for faculty visits resources, might affect your progress toward Funding beyond current recruitment and retention monies to accomplishing this unit goal? attract top students
If achieving this unit goal will take longer To be achieved in three years than one year, what is your timeline for implementing and accomplishing it?
Enter a unit goal. Improve assessment procedures for Fine Arts degrees
Goal #2 What 2020 goal(s) does this unit goal align I.A.1 Improve the quality and fidelity of assessment process of with? List as many as apply. If it does not degree/certification programs, General Education program, and align, you may leave this blank or clarify. Baccalaureate Framework with dedicated resources. I.A.2 Use assessment data to improve student learning
Is the unit goal high, medium or low priority? High Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Create a more thorough rubric for 100-level review assessment support this unit goal? Require review of all degrees at 200 level Create a more thorough rubric for 200 level review Chart improvements or declines from 100 through 200 levels for all degrees Create additional procedures beyond portfolio reviews for clearance into Art Education and BFA degrees Require third-year review for Art Education and BFA degrees
With what metrics will you assess progress Create advisor intervention for students who decline between toward accomplishing this unit goal on an 100 and 200 level review annual basis? Direct students to the Art Education and BFA degrees which best complement their skill sets Ensure that students at 300 and 400 level are engaged in the most appropriate degrees for their abilities
Are you able to accomplish this unit goal Yes with your current resources?
If no, what additional resources do you need to accomplish this unit goal?
What challenges, other than financial Extra time from faculty to execute the added procedures resources, might affect your progress toward accomplishing this unit goal?
If achieving this unit goal will take longer Completion by Spring 2017 than one year, what is your timeline for implementing and accomplishing it?
Enter a unit goal. Strengthen and broaden Study Abroad Program
Goal #3 What 2020 goal(s) does this unit goal align I.B.2Expand impact and profile of Honors Program with? List as many as apply. If it does not I.C.6 Increase support programs for international study for align, you may leave this blank or clarify. domestic students
Is the unit goal high, medium or low priority? Medium Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Petition campus for more fluid actuation of trip procedures support this unit goal? Petition for a Study Abroad Track within Fine Arts degrees Create a Study Abroad Honors class Broaden advertising to a larger spectrum of the campus Build stronger relationships with Education, History, and Language units; and create an International Study certificate Create and submit new class numbers and descriptions more specifically defined study abroad classes Create ‘touch point’ relationships (networking) with student services in Study Abroad countries With what metrics will you assess progress Chart our recruitment results in consistently full rosters (collect toward accomplishing this unit goal on an data) annual basis? The creation of a more diversified roster of student travelers Enrollment of Honors students
Are you able to accomplish this unit goal No with your current resources?
If no, what additional resources do you need Better cooperation with university units which affect Study to accomplish this unit goal? Abroad programs Coordination of campus Study Abroad procedures More consistent contact with units which affect Study Abroad programs A consistent, predictable source of student funding to offset costs More consistent brochure and website updates What challenges, other than financial A lack of campus oversight of trip procedures resources, might affect your progress toward Lack of staffing to help produce advertising accomplishing this unit goal?
If achieving this unit goal will take longer Ongoing than one year, what is your timeline for implementing and accomplishing it?
Enter a unit goal. Create a more comprehensive safety program within department Goal # 4 What 2020 goal(s) does this unit goal align with? List as many as apply. If it does not This goal does not align with a 2020 goal, but is important to our align, you may leave this blank or clarify. lab-oriented program. The safety procedures in our unit are best aligned with goal I.A.1: Improve quality and fidelity of assessment process of degree/certificate programs, General Education, and Baccalaureate Framework with dedicated resources. Is the unit goal high, medium or low priority? High Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Designate a department safety officer support this unit goal? Schedule a bi-yearly inspection of labs Assure that all Material Safety Sheets handbooks are displayed, accurate, and explained to students in each class Create better signage in labs Create a stronger wood shop safety program Petition for a wood shop supervisor Lab certification by Radiological and Environmental Management
Increased security from theft and vandalism
With what metrics will you assess progress Inspections by campus will be at highest standards toward accomplishing this unit goal on an annual basis?
Are you able to accomplish this unit goal Partially with your current resources?
If no, what additional resources do you need Tech support to create video and web links to accomplish this unit goal? Support to create signage Monies for shop supervisor Hall and Gallery Cameras
What challenges, other than financial Coordination among all instructors resources, might affect your progress toward accomplishing this unit goal?
If achieving this unit goal will take longer 2016-2017 than one year, what is your timeline for implementing and accomplishing it?
Enter a unit goal. Maintain and enhance regional and state presence of Art Education program, currently the largest undergraduate Goal #5 program in northern Indiana.
What 2020 goal(s) does this unit goal align I.A.1 Improve the quality and fidelity of assessment process of with? List as many as apply. If it does not degree/certification programs, General Education program, and align, you may leave this blank or clarify. Baccalaureate framework with dedicated resources.
Is the unit goal high, medium or low priority? High Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Provide resources for the Director of Art Education to attend support this unit goal? state conferences/meetings, to network with area teachers, and for a student NAEA chapter for art education majors.
With what metrics will you assess progress Increased numbers of students in program, increased numbers toward accomplishing this unit goal on an of cooperating teachers who host student teachers and annual basis? observers, and increased job placement.
Are you able to accomplish this unit goal Partially with your current resources?
If no, what additional resources do you need Work/study student help for advertising/marketing the program; to accomplish this unit goal? keeping records, and coordinating meetings.
What challenges, other than financial Additional help, such as work/study students, will be needed as resources, might affect your progress toward administrative duties are increased with increased enrollment accomplishing this unit goal? and recruitment activity in the area and statewide.
If achieving this unit goal will take longer Ongoing than one year, what is your timeline for implementing and accomplishing it?
Enter a unit goal. Support faculty research Goal #6
What 2020 goal(s) does this unit goal align II.A. Project future regional, national, and international demand with? List as many as apply. If it does not for research and collaboration. align, you may leave this blank or clarify.
Is the unit goal high, medium or low priority? High Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Creation of internal research fund support this unit goal?
With what metrics will you assess progress Annual Productivity Report toward accomplishing this unit goal on an annual basis?
Are you able to accomplish this unit goal No with your current resources?
If no, what additional resources do you need Need expertise in grant writing (attend workshops) to accomplish this unit goal? University support for tenure-track and senior faculty research, (course release time and financial support)
What challenges, other than financial Time constraints resources, might affect your progress toward Expertise and guidance in constructing grant applications accomplishing this unit goal? Acquiring knowledge of additional grants sources
If achieving this unit goal will take longer Ongoing than one year, what is your timeline for implementing and accomplishing it?
Enter a unit goal. Gallery & Gallery Director Position Goal #7
What 2020 goal(s) does this unit goal align I.A.1 Improve quality and Fidelity of assessment process of with? List as many as apply. If it does not degree/certificate programs, General Education program, and align, you may leave this blank or clarify. Baccalaureate Framework with dedicated resources.
Is the unit goal high, medium or low priority? High Limit your high priority unit goals to 3-5.
What action(s) does your unit plan to take to Action is not within departmental power. Administration must support this unit goal? continue pursuing donors and funding
With what metrics will you assess progress We have a designated, secure space expressly designed as a toward accomplishing this unit goal on an gallery annual basis?
Are you able to accomplish this unit goal No with your current resources?
If no, what additional resources do you need Financial resources to accomplish this unit goal?
What challenges, other than financial Campus and community support resources, might affect your progress toward accomplishing this unit goal?
If achieving this unit goal will take longer Needed before the next NASAD visit and review in 2019 than one year, what is your timeline for implementing and accomplishing it?
2. Enrollment Management Plan: The enrollment management plan should include targets for: a. total students enrolled in program, 100-120 in Fine Arts b. new students in the program defined as an annual cohort (i.e., defines cohort as students accepted into the program in the current academic year), 25 - 30 c. retention within cohort, 70 – 80% d. aggregate retention for majors, 70 – 80% e. progress toward a degree, and 80 – 90% 3. First Destinations Survey (Career Services) 60.0% 4. Alumni Survey (5 Year) – recommended as future requirement for all programs Needed to be implemented and monitored.
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Annual Program Review Data Definitions The Annual Program Review document uses two data sources. The New Majors, Total Majors, Retained In and Out of Major, Stop-out, and Student Attrition measures are derived from the Office of Institutional Research Census data files. The Graduated measure is derived from Banner’s degree awarded tables. The viability metric ratios, Graduation Efficiency and Growth Trend, use a combination of the two data sources.
Table 2a – Fall Program Demand
Program demand data is defined by the number of new students to a major or concentration, the total number of majors or concentrations, and number of graduates per academic year.
1. Demand a. The number of students who are new to the major in a given fall semester either as first year students or as returning students who have changed their major. The number of students where identified by their first or second declared major. 2. Majors a. The total number of students who declared a major in a given fall semester. This is the sum of new and continuing students. The number of students where identified by their first or second declared major. 3. Graduates a. The number of students who graduate in a given major or concentration in a given academic year. The number of students where identified by the first or second major on their degree.
Table 2b: Fall Viability Metric Ratios
1. Graduation Efficiency a. The number of students who graduated in major divided by the number of majors. Since graduation efficiency measure is calculated using values in Table 2a and Table 2c, the graduation efficiency measure accounts for students first and/or second major. 2. Student Attrition a. The number of students who stop out (are not retained at PFW) divided by the number of majors or concentration. 3. Growth Trend a. The sum of the number of students entering major or concentration divided by the number of students graduating, changing a new major, or stopping-out. In the situation where the denominator is zero, the simply the number of majors is reported.
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Table 2c: Fall Retention Totals
1. New Majors a. The number of students who are new to the major in a given fall semester either as first year students or as returning students who changed their major. 2. Total Majors a. The total number of students who declared a major in a given fall semester. This is the sum of new and continuing students. 3. Retained in Major a. The number of students who were retained at the University in a given fall semester to the next academic year’s Fall semester. For example, the Fall 2015 retained in major number shows the number of majors who returned in Fall 2016 in the same major. 4. Retained in Different Major a. The number of students who were retained at the University in a given fall semester to the next academic year’s Fall semester. For example, Fall 2015 retained in different major number shows the number of majors who returned in Fall 2016 in a different major. 5. Graduated a. In Major i. The number of students who earned a degree in an academic year. Determining whether someone graduated in major is based on the comparison of a student’s fall major against major(s) on their degree awarded. b. Out of Major i. The number of students who earned a degree in an academic year. Determining whether someone graduated out of major is based on the comparison of a student’s fall major against major(s) on their degree awarded. 6. Stop Out a. The number of students who did not return to the University in the next academic year’s Fall semester. For example, the Fall 2015 stop-out number shows the number of majors who did not return to the University in Fall 2016.
50 Music Table of Contents Section 1: Unit Goals/Progress/Accomplishments ...... 2 Section 2: Evaluation and Planning Program Viability ...... 7 Music BM ...... 7 Music BSM ...... 14 Music ND ...... 22 Music Education BME ...... 28 Music Therapy BSMT ...... 34 Music Therapy ND ...... 41 Section 3: Department Undergraduate Non-Dual Credit Hour Production ...... 45 Section 4: Faculty/Staff/Student Accomplishments ...... 46 Section 5: Alumni Information ...... 50 Section 6: Resource Allocation Request ...... 50 Supporting Documents ...... 52 Annual Program Review Data Definitions ...... 53
1 Music Annual Report Department Annual Report (outline) I. Unit Goals/Progress/Accomplishments: focus on department/program accomplishments. II. Program Viability and Enrollment Management: includes viability metrics, departmental enrollment management plan and departmental performance toward meeting enrollment management goals (supported by enrollment management report provided by Institutional Research). III. Faculty, Student, and Staff Accomplishments: focus on individual accomplishments that provide evidence of advancing or enhancing program quality IV. Alumni Accomplishments V. Resource allocation recommendations Department Annual Report (template) Section 1: Unit Goals/Progress/Accomplishments1 In Table 1 list Unit Goals from the Five Year Plan and additional goals established for the current year, describe actions implemented to help achieve goals, and provide evidence of how the actions taken contribute to goal achievement. Table 1: Progress in accomplishing 5-Year Goals Evidence of Progress to Unit Goal2 Action Items Goal (performance relative to action item) Establish an endowed We have established a committee to Established guest artist concert series to bring plan guest artist appearances and committee continues to vet notable guest artists, have booked our first major artist. proposals and select guest composers, and/or We will collect next year figures on artists including a major ensembles to campus to music students these artists work masterclass guest. Fort interact with students and with. Wayne Philharmonic present public concerts, to We continue to seek donations to continues to offer supplement an expand the program offerings, in masterclasses by their increasingly enriched cooperation with Advancement and guest artists for low or no regular and varied series with the Fort Wayne Philharmonic cost to the department. of public concerts and and other arts organizations. We have collected events. audience figures from guest artist concerts and some totals of students who worked with them in masterclasses.
1 This section does not include enrollment goals. Enrollment goals are reported in Section 2. 2 In transition prior to development of 5 year strategic plan, use USAP Yr. 1 and 2 Reports
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Promote retention through In the future, we must hire a We have continued, each the alignment of written, Director of Theory to replace the year, to request a music aural, and keyboard theory numerous part-time faculty in this theory faculty position but goals and curricula and area and the temporary have not been approved for through support for Coordinator. The courses require this position. We continue students in difficulty in significant investment of time to coordinate our theory, these courses. (USAP outside the classroom, something aural skills and piano Goal) that we cannot expect part time courses through another faculty to do. The assessment and faculty member. We have oversight for this area needs to be instituted the software in the hands of a tenure-track package requirement for expert in the field, for purposes of the first semester theory both real and perceived (by students with good results. students and accreditors) validity of We have also created a the offerings. tutoring program to assist We plan to use a teaching and all music theory students testing software package to provide in their studies. We are extra drill and instruction for all successfully coordinating students in place of the Drill Class class piano with theory so used now for about 50% of the that topics are introduced class. The two full-time theory and drilled together. faculty members are researching this and meeting in person with representatives from the publishers. In the Fall of 2016, we will finally be able to coordinate class piano with theory.
Increased enrollment of Increase community awareness fully admitted degree- with high quality performances by We have added both seeking students to 180 IPFW students individually and in continuing and year-to- with emphasis on ensembles. year activities to increase increasing selectivity by We have a number of events we our recruiting improving and focusing regularly host to facilitate these relationships. An annual recruitment efforts and goals including: WindFest was begun in selective scholarship • IPFW Gene Marcus spring 2017 with 20 offerings. (USAP Goal) Piano Competition middle school and high • Camps (Vocal school bands performing Camp, Piano Camp, on campus. We hosted Clarinet Day, two additional high school Saxophone Day, bands and one high school choir for shared concerts
3 Flute Day, String with IPFW groups. We Camp) added a National • Festivals (Three Association of Teachers of Rivers Band Singing and North Festival, Three American Saxophone Rivers Choral Alliance Conference that Festival, IPFW attracted hundreds of Honor Jazz Band) students, teachers and • Masterclasses open families to campus. to the pre-college students and the We have increased faculty general public visits to area schools and created a compensation Students performing at off-campus system to encourage LTL local and statewide events such as faculty to engage in Indiana Music Teachers recruitment activities. We Association state conference, music reached the goal of 180 teacher meetings, and mixed music students in the fall student recitals. of 2016.
Faculty attend the following events to identify and recruit students: • Indiana State School Music Association (ISSMA) events: district and state levels • Trips to regional schools (tours, outreach concerts). • Individual outreach, such as the band director with a number of instrumental faculty members. More detailed information on this is attached. • Music Teachers National Association competitions at the local and state level • Northeast Indiana Music Teachers Association events •
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Establish and or maintain strong relationships with area teachers in public and private schools as well as private instructors, through events and personal visits to the school ensembles as well as hosting of events and presentations for teachers and their students both on- and off-campus.
Recruiting earlier in the academic year and also scheduling auditions and offering scholarships on an earlier timetable will help in competition for the best students. Relationships with community organizations (Fort Wayne Children’s’ Choir, The Unity Choir, The Fort Wayne Philharmonic, The Fort Wayne Philharmonic Youth Orchestras, Sweetwater Music) Offerings through the Community Arts Academy Marketing through the Dean’s office
Develop a plan and obtain • create a maintenance We established a means for regular schedule for instruments prioritized system for maintenance and including estimated costs requesting both repair and replacement of valuable and available funding the purchase of equipment. departmental resources In 2016-17 we completed • work to create a staff (pianos, other instruments, the first major rebuild of a position for a piano faculty and lab computers) concert piano in the history technician for regular tuning (USAP Goal) of the department and also and maintenance of over 50 purchased a new concert department pianos that have Steinway with donated not been well maintained funds. for over 20 years
• with faculty input, create a At present, there is no prioritized equipment funding for a staff piano request list in anticipation technician and we continue of any future equipment to pay for this ad hoc from budget increases at the regular budget funds.
5 department, college or We have a proposed piano university level maintenance schedule but do not have adequate funding to enact it. Add a visiting lecturer Assembled documentation of need position in music therapy based on larger enrollment.
Organize a tour of Europe Preparing a detailed proposal for by the Symphonic Wind administration and community Ensemble. support.
Implement new degrees in Popular Music as an Academic Affairs Committee expansion in this area of working with director of music the curriculum. technology to draft degree proposals. Design graduate degree programs in Music Therapy and Music Music Therapy: Preparing Education. proposal following secured permission from VCAA. Music Education: Will draft Designation as the Purdue preliminary proposal for VCAA. School of Music. Made proposal to Purdue Board and ICHE Executive Board. Host the annual gathering Pursuing private donations. of the International Tuba and Euphonium Schedule and plan for conference Conference. with national association.
Secure additional space for rehearsal and offices. Assess on and off campus possibilities for more space. Create and improve Working to maximize utilization of marketing materials current spaces. including web presence and electronic and print Developing a plan to create audio media. and video resources, design attractive print materials, updating Continue to create web presence. maintenance schedule for instruments and equipment, especially the
6 inventory of over 50 Secure funds to implement an pianos. appropriate piano maintenance and rebuilding schedule. Work for better storage and environmental control capabilities to protect instruments and equipment.
Section 2: Evaluation and Planning Program Viability Music BM Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 8 16 2016 9 19 6 2015 4 21 6 2014 13 29 7 2013 15 26 4 2012 8 20 2 Averages 10 23 5
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 21.05% 26.32% 1.000 2015 28.57% 09.52% 0.364 2014 24.14% 13.79% 1.083 2013 15.38% 11.54% 1.500 2012 10.00% 20.00% 0.889 Ratios 20.00% 15.65% 0.961
7 Music BM (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 8 16 2016 9 19 8 0 4 2 5 2015 4 21 10 3 6 0 2 2014 13 29 17 1 7 0 4 2013 15 26 16 3 4 0 3 2012 8 20 11 3 2 0 4 Summary 49 115 62 10 23 2 18
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 8 Increase recruitment by 8 15 13 4 9 8 Majors applied teachers, most of whom are low paid LTLs Purchase of new piano and rebuilding another should help in attracting students. New trumpet, tuba, vocal applied instructors have reinvigorated recruitment in those studios. Hired an opera director to assist in vocal department. Retained in 8 Trained many faculty 11 16 17 10 8 Major advisors in My Blueprint and advocate for professional college advising positions to assist students in understanding
8 complicated degree and course rotations. Established counseling and retention committee of faculty members to intervene with students at risk. Established a tutoring program in music theory and aural skills to increase retention in this major core course area of all majors. Instituted software companion to Music Theory I course to maximize success rate of entering music majors. Retained at All Advisors and all faculty 14 19 18 13 8 IPFW members encourage students to remain at IPFW even when they are interested in leaving the music major. Total 16 Developing new 20 26 29 21 19 16 majors recruitment strategies including on campus visits, changes to the audition processes and offering scholarships quickly by using emailed letters and pressuring financial aid to release scholarship funding information sooner. Graduated 4 Providing more 2 4 7 6 4 in Major personal assistance and intervention to encourage students to attain the high levels of work demanded by the music degree.
9 Stopped 4 Identifying and 4 3 4 2 5 Out intervening with at risk student by sharing information from instructors with advisors, applied instructors and ensemble directors to magnify issues possible assistance.
10 Music BM (continued)
11 Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's The numbers for incoming students are incorrect as the data was collected during the first week of classes at the same time all incoming music students are moving from Pre-Music status to a designated degree. As the IPFW registrar has not allowed the music department to update students from the Pre-Music status they are placed in when admitted to the university to the proper degree at the time they successfully complete and audition for acceptance to a music degree, this collision of data collection and degree updating will continue to result in inaccurate counts in the Music ND status. By incorrectly identifying new students in the ND status, the collection process resulted in an erroneously high number for that status and erroneously low in the other degree categories. To solve this moving forward, the music department will advocate for permission to update incoming music students from Pre Music status to their proper degree status at the time they complete their successful audition rather than waiting until the first week of classes. As we have not yet created a five-year plan, the department has not yet set enrollment and retention numeric goals. We have made many changes to our recruitment efforts to raise the overall level of incoming students in terms of past achievement and potential for success in music degrees that are very challenging and begin immediately in the first semester with six or more required courses. To increase the quality and number of majors, we are working harder to identify our advantages and tools to compete with many other larger, and better-funded departments in the region. Although the music department lost 2 tenure track and 4 continuing lecturer positions in recent years, our enrollment has grown. We are very understaffed in vital areas of the major curriculum and over reliant on low paid LTL positions. Recent additions of high quality instruments, establishing a manner to compensate LTL teachers for recruitment activities and targeting recruitment efforts outside of Fort Wayne are helping us in make strides in both the number and the quality of incoming students. Fall 2017 new students were higher than in previous years and the number of “star recruits” was also higher in this class. Certainly the confusion and indecision surrounding the move to a Purdue program have created unique obstacles for our department, as Purdue University has no reputation for music training. We have strived to get the message out to the public but the lack of aggressive message from our university has contributed to that message being shaped by outside forces.
12 enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
13 Music BSM Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 12 31 2016 13 34 6 2015 11 35 5 2014 12 39 7 2013 15 41 5 2012 17 44 7 Averages 14 39 6
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 17.65% 17.65% 0.867 2015 14.29% 20.00% 0.786 2014 17.95% 15.38% 0.800 2013 12.20% 12.20% 1.071 2012 13.64% 06.82% 1.000 Ratios 15.03% 13.99% 0.907
14 Music BSM (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 12 31 2016 13 34 19 3 6 0 6 2015 11 35 21 2 5 0 7 2014 12 39 24 2 7 0 6 2013 15 41 27 4 5 0 5 2012 17 44 26 8 6 1 3 Summary 68 193 117 19 29 1 27
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 14 We have designed and 17 15 12 11 13 12 Majors are in the process of state approval for 3 new NASM- compliant Popular Music degree programs (Recording/Production, Composition/Performa nce, and Music Industry). We believe that these programs will be extremely attractive to students throughout the state of Indiana (and well beyond the state) due to the fact that they are unique offerings and due to enrollment performance of similar degrees in other areas of the US. We expect
15 that once the degrees are in place and appropriately supp orted by website materials/advertising/P R that our enrollment will rise significantly. We are in the process of revising the current Outside Field of Theatre. Interest has been expressed by recent students in this field and the pairing of theatre and music is a natural historic pairing. The program is maximally flexible for students who wish to extend their educations beyond music performance into the liberal arts. Retained in 16 Trained many faculty 26 27 24 21 19 Major advisors in My Blueprint and advocate for professional college advising positions to assist students in understanding complicated degree and course rotations. Established counseling and retention committee of faculty members to intervene with students at risk. Established a tutoring program in music theory and aural skills to increase retention in this major core course area of all majors. Instituted software companion to Music Theory I course to
16 maximize success rate of entering music majors. Retained at 20 Advisors and all faculty 34 31 26 23 22 IPFW members encourage students to remain at IPFW even when they are interested in leaving the music major. Continue to maintain close, personal contact with students and coordinate all outside field requirements with one other advisor from the student’s field of choice. Students are asked to meet twice a semester with the primary advisor and once with the outside field advisor. Total 30 Developing new 44 41 39 35 34 31 majors recruitment strategies including on campus visits, changes to the audition processes and offering scholarships for quickly by using emailed letters and pressuring financial aid to release scholarship funding information sooner. Graduated 5 Providing more 6 5 7 5 6 in Major personal assistance and intervention to encourage students to attain the high levels of work demanded by the music degree Stopped 5 Identifying and 3 5 6 7 6 Out intervening with at risk student by sharing information from instructors with
17 advisors, applied instructors and ensemble directors to magnify issues possible assistance.
18 Music BSM (continued)
19 Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's The numbers for incoming students are incorrect as the data was collected during the first week of classes at the same time all incoming music students are moving from Pre-Music status to a designated degree. As the IPFW registrar has not allowed the music department to update students from the Pre-Music status they are placed in when admitted to the university to the proper degree at the time they successfully complete and audition for acceptance to a music degree, this collision of data collection and degree updating will continue to result in inaccurate counts in the Music ND status. By incorrectly identifying new students in the ND status, the collection process resulted in an erroneously high number for that status and erroneously low in the other degree categories. To solve this moving forward, the music department will advocate for permission to update incoming music students from Pre Music status to their proper degree status at the time they complete their successful audition rather than waiting until the first week of classes. As we have not yet created a five-year plan, the department has not yet set enrollment and retention numeric goals. We have made many changes to our recruitment efforts to raise the overall level of incoming students in terms of past achievement and potential for success in music degrees that are very challenging and begin immediately in the first semester with six or more required courses. To increase the quality and number of majors, we are working harder to identify our advantages and tools to compete with many other larger, and better-funded departments in the region. Although the music department lost 2 tenure track and 4 continuing lecturer positions in recent years, our enrollment has grown. We are very understaffed in vital areas of the major curriculum and over reliant on low paid LTL positions. Recent additions of high quality instruments, establishing a manner to compensate LTL teachers for recruitment activities and targeting recruitment efforts outside of Fort Wayne are helping us in make strides in both the number and the quality of incoming students. Fall 2017 new students were higher than in previous years and the number of “star recruits” was also higher in this class. Certainly the confusion and indecision surrounding the move to a Purdue program have created unique obstacles for our department, as Purdue University has no reputation for music training. We have strived to get the message out to the public but the lack of aggressive message from our university has contributed to that message being shaped by outside forces.
Current enrollment in the BSM degree is stable but dropping slightly. In the past two years, competition from St. Francis and other programs have taken some of our prospects due to a different curriculum and entrance requirements. New degrees are being proposed and will greatly enhance our ability to attract a wider range of prospective students as noted above. The lack of a recording facility is also a large obstacle to enrollment but steps are being taken to create this opportunity for our students. The non-music technology BSM students are modest in number and generally come to this degree later in their time on campus much in the manner of a BA in Music on other campuses. We anticipate this will continue to operate in this manner and offer an option for students to remain in the department if they 20choose to leave one of the other degree programs.
Some of the long-range planning ideas for the future of the music technology/commercial music area are listed below though most of these will be centered on new degrees that will enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
21 Music ND Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 17 20 2016 15 18 0 2015 21 26 0 2014 23 26 0 2013 19 24 0 2012 22 35 0 Averages 20 26 0
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 00.00% 44.44% 1.000 2015 00.00% 50.00% 0.913 2014 00.00% 42.31% 1.095 2013 00.00% 33.33% 0.905 2012 00.00% 28.57% 0.733 Ratios 00.00% 38.76% 0.909
22 Music ND (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 17 20 2016 15 18 3 7 0 0 8 2015 21 26 3 10 0 0 13 2014 23 26 5 10 0 0 11 2013 19 24 3 13 0 0 8 2012 22 35 5 20 0 0 10 Summary 100 129 19 60 0 0 50
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New None Work to encourage 22 19 23 21 15 17 Majors them to work towards a successful audition and other entrance requirements to enter a degree or move to a music minor. Retained in None We endeavor to not 5 3 5 3 3 Major retain students in this status. Retained at None We work hard to advise 25 16 15 13 10 IPFW those unable to enter a music degree to move to a minor in music but to remain at IPFW in another major Total None We would like to 35 24 26 26 18 20 majors reduce the total number and length in this major.
23 Graduated None NA 0 0 0 0 0 in Major
Stopped None As above, if students 10 8 11 13 8 Out are unable to successfully audition for a music degree, we are working to advise them into another major on campus.
24 Music ND (continued)
25 Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's The numbers for incoming students are incorrect as the data was collected during the first week of classes at the same time all incoming music students are moving from Pre-Music status to a designated degree. As the IPFW registrar has not allowed the music department to update students from the Pre-Music status they are placed in when admitted to the university to the proper degree at the time they successfully complete and audition for acceptance to a music degree, this collision of data collection and degree updating will continue to result in inaccurate counts in the Music ND status. By incorrectly identifying new students in the ND status, the collection process resulted in an erroneously high number for that status and erroneously low in the other degree categories. To solve this moving forward, the music department will advocate for permission to update incoming music students from Pre Music status to their proper degree status at the time they complete their successful audition rather than waiting until the first week of classes. As we have not yet created a five-year plan, the department has not yet set enrollment and retention numeric goals. We have made many changes to our recruitment efforts to raise the overall level of incoming students in terms of past achievement and potential for success in music degrees that are very challenging and begin immediately in the first semester with six or more required courses. To increase the quality and number of majors, we are working harder to identify our advantages and tools to compete with many other larger, and better-funded departments in the region. Although the music department lost 2 tenure track and 4 continuing lecturer positions in recent years, our enrollment has grown. We are very understaffed in vital areas of the major curriculum and over reliant on low paid LTL positions. Recent additions of high quality instruments, establishing a manner to compensate LTL teachers for recruitment activities and targeting recruitment efforts outside of Fort Wayne are helping us in make strides in both the number and the quality of incoming students. Fall 2017 new students were higher than in previous years and the number of “star recruits” was also higher in this class. Certainly the confusion and indecision surrounding the move to a Purdue program have created unique obstacles for our department as Purdue University has no reputation for music training. We have strived to get the message out to the public but the lack of aggressive message from our university has contributed to that message being shaped by outside forces. This program is populated by Pre-Music majors who have not been successful in their audition process for a music degree and are allowed to work towards that goal for two semesters during which time they can enroll in a few music courses depending on their ability. Many of these successfully audition and enter the music major. Others minor in music or move to another major at IPFW. Unfortunately, some are also extremely weak academically and are not successful in our university or retain their love for music and, as they cannot gain admittance to a music degree, stop out.
26 enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
27 Music Education BME Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 30 54 2016 16 48 4 2015 26 48 1 2014 11 34 6 2013 18 41 7 2012 9 39 7 Averages 16 42 5
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 06.25% 31.25% 0.667 2015 02.08% 22.92% 1.625 2014 17.65% 02.94% 0.917 2013 17.07% 09.76% 1.000 2012 15.38% 10.26% 0.600 Ratios 10.95% 16.67% 0.941
28 Music Education BME (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 30 54 2016 16 48 23 6 3 1 15 2015 26 48 32 4 1 0 11 2014 11 34 22 5 6 0 1 2013 18 41 23 7 7 0 4 2012 9 39 23 5 6 1 4 Summary 80 210 123 27 23 2 35
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 22 The numbers for 9 18 11 26 16 30 Majors enrollment have increased in the area of instrumental every year since 2015. This number should continue to grow as we are doing an effective job in recruitment. In the Spring semester, we are busy almost every Saturday recruiting students at music events throughout Indiana. Additionally, when we are out at schools, we ask teachers which students IPFW should be recruiting. we will pass the names to the applied faculty and area coordinator. The choral
29 area of enrollment has been declining. This is challenging area because most students are from a show choir background, which we do not offer here at IPFW. We do feel that we need to be involved with more of the Fort Wayne public schools rather than private, as this is the area that we will likely get more students. We have given suggestions to choral area people and willing to help in any way that we can. Retained in 23 Trained many faculty 23 23 22 32 23 Major advisors in My Blueprint and advocate for professional college advising positions to assist students in understanding complicated degree and course rotations. Established counseling and retention committee of faculty members to intervene with students at risk. Established a tutoring program in music theory and aural skills to increase retention in this major core course area of all majors. Instituted software companion to Music Theory I course to maximize success rate of entering music majors. The outcomes for the
30 First Year Seminar in Music Education have changed in order to help students their first semester of college. This course, while still discussing key components in the music education field, now incorporates assignments to help students be successful. These include: grade report sheets (from all of their classes) during weeks 5 and 10, individual meetings with the professor three times throughout the semester, and assignments that make them go outside of the department to see what the university has to offer them for help (CASA, Student Life, Behavioral Health, etc…).
Additionally, this semester we have requested to see student’s midterm grades. If a student is not doing well in a course, we contact their primary instrumental instructor to meet with them to discuss how to improve their performance in the course. As their advisor, We also send out reminders to students throughout the
31 week about upcoming events on campus.
Retained at 28 Advisors and all faculty 28 30 27 36 29 IPFW members encourage students to remain at IPFW even when they are interested in leaving the music major. Total 50 Developing new 39 41 34 48 48 54 majors recruitment strategies including on campus visits, changes to the audition processes and offering scholarships for quickly by using emailed letters and pressuring financial aid to release scholarship funding information sooner. Graduated 3 Providing more 6 7 6 1 3 in Major personal assistance and intervention to encourage students to attain the high levels of work demanded by the music degree. Stopped 10 Identifying and 4 4 1 11 15 Out intervening with at risk student by sharing information from instructors with advisors, applied instructors and ensemble directors to magnify issues possible assistance.
32 Music Education BME (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The numbers for incoming students are incorrect as the data was collected during the first week of classes at the same time all incoming music students are moving from Pre-Music status to a designated degree. As the IPFW registrar has not allowed the music department to update students from the Pre-Music status they are placed in when admitted to the university to the proper degree at the time they successfully complete and audition for acceptance to a music degree, this collision of data collection and degree updating will continue to result in inaccurate counts in the Music ND status. By incorrectly identifying new students in the ND status, the collection process resulted in an erroneously high number for that status and erroneously low in the other degree categories. To solve this moving forward, the music department will advocate for permission to update incoming music students from Pre Music status to their proper degree status at the time they complete their successful audition rather than waiting until the first week of classes. As we have not yet created a five-year plan, the department has not yet set enrollment and retention numeric goals. We have made many changes to our recruitment efforts to raise the overall level of incoming students in terms of past achievement and potential for success in music degrees that are very challenging and begin immediately in the first semester with six or more required courses. To increase the quality and number of majors, we are working harder to identify our advantages and tools to compete with many other larger, and better-funded departments in the region. Although the music department lost 2 tenure track and 4 continuing lecturer positions in recent years, our enrollment has grown. We are very understaffed in vital areas of the major curriculum and over reliant on low paid LTL positions. Recent additions of high quality instruments, establishing a manner to compensate LTL teachers for recruitment activities and targeting recruitment efforts outside of Fort Wayne are helping us in make strides in both the number and the quality of incoming students. Fall 2017 new students were higher than in previous years and the number of “star recruits” was also higher in this class. Certainly the confusion and indecision surrounding the move to a Purdue program have created unique obstacles for our department as Purdue University has no reputation for music training. We have strived to get the message out to the public but the lack of aggressive message from our university has contributed to that message being shaped by id f
33 Music Therapy BSMT Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 22 57 2016 24 60 10 2015 20 47 3 2014 14 43 3 2013 16 40 2 2012 23 41 6 Averages 19 46 5
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 16.67% 10.00% 0.960 2015 04.26% 10.64% 2.000 2014 04.65% 20.93% 0.933 2013 05.00% 12.50% 1.455 2012 12.20% 21.95% 1.438 Ratios 09.09% 14.72% 1.260
34 Music Therapy BSMT (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 22 57 2016 24 60 35 9 10 0 6 2015 20 47 36 3 2 1 5 2014 14 43 27 4 2 1 9 2013 16 40 29 4 2 0 5 2012 23 41 24 2 5 1 9 Summary 97 231 151 22 21 3 34
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 22 We have consistently 23 16 14 20 24 22 Majors grown over the past five years. In terms of future growth, we have already surpassed our capacity to reasonably move students towards degree completion because of faculty over-load. Inquiries about the undergraduate program, as well as a potential master’s program, are received in multiples every week of the year. Potential music therapy student visitors to campus usually meet with the program director, with most visits lasting anywhere from 60-90
35 minutes. We have developed the degree program to the point at which it offers more than most other undergraduate programs in the surrounding area. It is only our faculty, space, and community resources that hold back future growth of the program.
Retained in 30 Trained many faculty 24 29 27 36 35 Major advisors in My Blueprint and advocate for professional college advising positions to assist students in understanding complicated degree and course rotations. Established counseling and retention committee of faculty members to intervene with students at risk. Established a tutoring program in music theory and aural skills to increase retention in this major core course area of all majors. Instituted software companion to Music Theory I course to maximize success rate of entering music majors.
Because we have no mechanism to make selection of incoming students based on anything other than
36 audition on an instrument or voice, we have no means of controlling what students enter the program who are not properly prepared for the academic and skill demands of the degree, or who are not appropriate for the completion of a competency-based degree program for a helping profession due to personal attributes (behaviors and attitudes). Without those entry types of entry benchmarks, it should be expected that there will be a certain level of attrition during the first years of the program, and the argument can be made that it is an ethical necessity that some students be counseled into another degree program. This applies students who transfer to other programs within IPFW as well as those who stop out.
Retained at 45 Advisors and all faculty 26 33 31 39 44 IPFW members encourage students to remain at IPFW even when they are interested in leaving the music major. Total 55 Developing new 41 40 43 47 60 57 majors recruitment strategies including on campus visits, changes to the
37 audition processes and offering scholarships for quickly by using emailed letters and pressuring financial aid to release scholarship funding information sooner. Graduated 6 Providing more 5 2 2 2 10 in Major personal assistance and intervention to encourage students to attain the high levels of work demanded by the music degree. As a professional program that does not fit into 8 semesters (8 semesters + at least 2 additional terms), and which relies on acceptance of students into internship programs that are not scheduled on an AY basis, we do not have any control over the actual time to degree completion, only time to completion of required coursework pre-internship. Therefore, graduation rates are misleading because there are at times numbers of graduates who actually represent completion from differing entry years.
Stopped 6 Identifying and 9 5 9 5 6 Out intervening with at risk student by sharing information from instructors with
38 advisors, applied instructors and ensemble directors to magnify issues possible assistance.
39 Music Therapy BSMT (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
There is no place in these reports, nor anywhere in the system, where equivalency students are accounted for. Equivalency students are those students who have completed a music degree and wish only to meet the requirements in order to qualify for the certification exam. There used to be a degree code for that, but I haven’t seen it in years, and I don’t even remember what it was. I suspect that it may not be in use at all. Equivalency status has become problematic in recent years because of access to financial aid, and those students who complete an equivalency enter as degree seeking, but then do not officially complete the degree. They complete only those courses necessary to enable them to enter internship and then qualify for the boards. This really skews our numbers, and I don’t know what to do about it. In the last couple of years, these students have really just floated through because they don’t need to have a degree conferred and therefore don’t apply for graduation.
40 Music Therapy ND Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2016 2 2 0 2015 5 5 0 2014 1 3 0 2013 0 2 0 2012 1 2 0 Averages 2 3 0
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 00.00% 100.00% 1.000 2015 00.00% 00.00% 1.000 2014 00.00% 33.33% 0.333 2013 00.00% 00.00% 0.000 2012 00.00% 00.00% 1.000 Ratios 00.00% 21.43% 0.900
41 Music Therapy ND (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped Fall New Total Retained in Out In Out of Semester Majors Majors in Major Different Major Major Major 2017 2016 2 2 0 0 0 0 2 2015 5 5 0 5 0 0 0 2014 1 3 0 2 0 0 1 2013 0 2 2 0 0 0 0 2012 1 2 2 0 0 0 0 Summary 9 14 4 7 0 0 3
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA Work to encourage 1 0 1 5 2 Majors them to work towards a successful audition and other entrance requirements to enter a degree or move to a music minor. Retained in NA We endeavor to not 2 2 0 0 0 Major retain students in this status. Retained at NA We work hard to advise 2 2 2 5 0 IPFW those unable to enter a music degree to move to a minor in music but to remain at IPFW in another major Total NA We would like to 2 2 3 5 2 majors reduce the total number and length in this major.
42 Graduated NA NA 0 0 0 0 0 in Major
Stopped NA As above, if students 0 0 1 0 2 Out are unable to successfully audition for a music degree, we are working to advise them into another major on campus
43 Music Therapy ND (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The numbers for incoming students are incorrect as the data was collected during the first week of classes at the same time all incoming music students are moving from Pre-Music status to a designated degree. As the IPFW registrar has not allowed the music department to update students from the Pre-Music status they are placed in when admitted to the university to the proper degree at the time they successfully complete and audition for acceptance to a music degree, this collision of data collection and degree updating will continue to result in inaccurate counts in the Music ND status. By incorrectly identifying new students in the ND status, the collection process resulted in an erroneously high number for that status and erroneously low in the other degree categories. To solve this moving forward, the music department will advocate for permission to update incoming music students from Pre Music status to their proper degree status at the time they complete their successful audition rather than waiting until the first week of classes. As we have not yet created a five-year plan, the department has not yet set enrollment and retention numeric goals. We have made many changes to our recruitment efforts to raise the overall level of incoming students in terms of past achievement and potential for success in music degrees that are very challenging and begin immediately in the first semester with six or more required courses. To increase the quality and number of majors, we are working harder to identify our advantages and tools to compete with many other larger, and better-funded departments in the region. Although the music department lost 2 tenure track and 4 continuing lecturer positions in recent years, our enrollment has grown. We are very understaffed in vital areas of the major curriculum and over reliant on low paid LTL positions. Recent additions of high quality instruments, establishing a manner to compensate LTL teachers for recruitment activities and targeting recruitment efforts outside of Fort Wayne are helping us in make strides in both the number and the quality of incoming students. Fall 2017 new students were higher than in previous years and the number of “star recruits” was also higher in this class. Certainly the confusion and indecision surrounding the move to a Purdue program have created unique obstacles for our department as Purdue University has no reputation for music training. We have strived to get the message out to the public but the lack of aggressive message from our university has contributed to that message being shaped by id f
44
Section 3: Department Undergraduate Non-Dual Credit Hour Production Discussion: Describe changes in total non-dual credit hour production for your program and the relationship of non-dual credit hour production to overall program viability. You may include a discussion of the contribution of service hours to program viability. Fall In-Major Service Total Credit Hours Fall 2017 1790 909 2699 Fall 2016 1690 873 2563 Fall 2015 1706 1236 2942 Fall 2014 1572 1459 3031 Fall 2013 1656 1674 3330 Fall 2012 1709 1805 3514
Despite drastic reductions in tenure track and continuing lecturer positions, In-Major credit hour production is highest in this most recent year. This echoes and increase in incoming music students that has resulted from enhanced recruitment efforts and some changes in LTL and full time personnel. The reduction on service credit hours over the span of years above is largely due to changes in the general education program as well as directives from the State of Indiana regarding progress toward degree completion and punitive measures that result in less true elective courses and experimentation. We do have a small number of non-music majors and community members participating in our ensembles and that represents a wonderful outreach to our university and Fort Wayne community.
45 Section 4: Faculty/Staff/Student Accomplishments 1. Scholarship and Creative Endeavor Publications / Compositions: Journal of the International Trumpet Guild Choral Journal; Anacrusis, the official publication of the Association of Canadian Choral Communities;
Competitions/Auditions: Winner of national audition for Principal Tuba of the Fort Wayne Philharmonic (faculty)
Recordings: Recording Engineer, Fire featuring jazz legends Dave Liebman and others, New York (NY) Composers Recording Project, Birmingham (AL) Original Compositions Recording Session, Muncie (IN)
Regional and National Level Performances/Presentations: Mid-America Guitar Festival (IN) American Choral Directors Assoc. (IL) Great Lakes Music Therapy Conference (IN) American Music Therapy Conference (OH) Bucknell University (PA) Keene State College (NH) Blue Ridge Community College (NC) Stonehill College (MA), Huntington University (IN)
International Performances/Presentations: Central Conservatory of Music Beijing China Hong Kong Baptist University Opera Festival di Roma, Italy University of Malaya, Kuala Lampur, Malaysia University of Huddersfield, England University of Surrey (England) Music Analysis Conference, Bangor University, Wales World Youth Wind Orchestra Project, Schladming, Austria Albanian Brass Festival, Tirana, Albania Academy of Music, Skopje, Macedonia Ionian University, Corfu, Greece Shenzhen Trumpet Festival, Shenzhen, China
2. Teaching and Learning Steinway "Top Teacher Award” Course/Curriculum Development: Reworked music minor to reduce requirements and increase choice Working on ICHE proposal for Masters in Music Therapy
46 Crafting new degrees in commercial music Solidifying requirements for BSM Outside Fields in many disciplines
Publications/Conference Presentations:
Alliance for Teaching presentations (IPFW)
Other Evidence of Teaching Effectiveness:
Paid Professional Engagements: Fort Wayne Philharmonic Toledo Opera Michigan Opera Theatre Spartanburg Repertory Theatre Asheville Lyric Opera Hartland Sings Carnival Cruises Disney Cruises Masterworks Chorale Soloist Hope Arthur Orchestra
Competitions/Awards: State winner (first place) of Indiana Music Teachers Association Hoosier Auditions, state Collegiate Division (IN) MENC National Competition Indiana NATS (National Association of Teachers of Singing) Classical Singer Competition Rondelli Competition Gerda Lissner International Vocal Competition Harold Haugh International Vocal Competition MTNA Star Award
Summer Programs: 2 students accepted to Rome Opera Festival for summer performances 11 students placed in Youth Wind Orchestra in Schladming, Austria 2 students accepted to College Band Directors Honor Wind Ensemble (MO) 8 students accepted via audition for the Operafestival di Roma, Italy Toledo Art Song Festival (OH) Haymarket Opera (Chicago, IL) University of Stuttgart Language Institute, Germany
Graduate School Admissions (students): University of Toledo (OH) Ball State University (IN) The Jacobs School, Indiana University at Bloomington (IN)
47 Cleveland Institute of Music (OH) Mannes School of Music (NY) Cincinnati College Conservatory of Music (OH) Manhattan School of Music (NY) University of Michigan (MI) University of Maryland at College Park (MD) North Park University (IL) Converse College (SC) Bowling Green and State University (OH) The University of Delaware (DE)
Faculty Positions Lourdes University (OH)
Completed New Degrees (faculty) PhD in Musicology at Indiana University, Bloomington MA in poetry Bucknell University, PA
3. Service University Service: Music for commencement, nurse pinning, Omnibus Lecture Dinners, various other events Music for Advancement events including annual Gala Music for Veterans Day Ceremonies Music for sporting events Chair of Educational Policy Committee General Education Committee Member of the Facet Leadership Team at IPFW IU Board of Review
Service to Profession: Clinician and Adjudicator: Southeast Missouri State University Jazz Festival (MO), Quincy Showcase of Excellence-Jazz (IL) IPFW Gene Marcus Piano Competition (IPFW) Summer Woodwind Camp (IPFW) IPFW Gene Marcus Piano Camp and Festival (IPFW) Coordinator, Music Teachers National Association (MTNA) National Performance Competitions, Young Artist (collegiate), Chamber Music divisions for the state of Indiana Wind Festival (IPFW) Onsite Coordinator, Indiana NATS Host North American Saxophone Alliance Conference (IPFW) Officers in music organizations including MTNA, ISSMA, ICA Fulbright Advocacy on Capitol Hill (DC)
Service to Community:
48 Performances at Taste of the Arts (IN) Performances at Festival of Trees (IN) Performances at several churches and retirement communities (IN) Collaboration with Voices of Unity, Heartland Sings, Fort Wayne Children’s Choir (IPFW) Established Sacred Choral Music Festival (IPFW)
49 Section 5: Alumni Information In this section discuss how your program is contributing to the ongoing success of its graduates. Include information such as survey information (e.g. First Destinations Survey), alumni career accomplishments, employment information, and professional and graduate school enrollment Career Accomplishments: Several alumni have successful private studios for music instruction Recordings as soloists or members of ensembles
Employment Information: Teaching positions in high schools and middles schools Music therapy placements in regional facilities and private practice Working at Sweetwater in various positions Teaching at Sweetwater Academy Teaching in Community Arts Academy (IPFW) University of Delaware Community School (DE) Pianist for Fort Wayne Ballet Church music directors in region Freelance accompanist
Professional Accomplishments/Graduate School Enrollment Leading music schools including Cleveland Institute of Music, Cincinnati University
Section 6: Resource Allocation Request Please use the section below to discuss resources needed to help meet departmental and enrollment management goals. Describe the specific projected uses of those funds and your plan for evaluating the effectiveness of the requested resources in helping reach departmental and enrollment management goals.
50
The Music Department has slightly increased its enrollment of music majors in the past few years despite losing 2 tenure track and 4 continuing lecturer positions. To project any sizeable gains in enrollment, the university will have to invest in several full time faculty lines to service our current needs including advising as well as our recruitment and outreach plans to build the larger student enrollment of the proposed Purdue School of Music. It is illogical to presume that large gains in student enrollment in music can be achieved without this investment in personnel coming first. Without the proper amount of faculty and staff to accommodate the current enrollment properly, gains in retention and graduation are also unlikely simply by implementing new strategies. In addition to being understaffed in music professors, the department does not have professional advising, staff for piano tuning and maintenance, staff accompaniment, or managing the technical and stage needs of over 100 performances in the recital hall. Although we have requested positions in music theory, music therapy, applied voice and a staff position for piano technician, these have not been funded despite successes in recruiting new students. Likewise, in a building that is shared with so many active community partners and outside parties, rehearsal, storage, classroom, practice room and office space will not accommodate any more sizeable growth in enrollment numbers. It is clear we will need more space to grow towards a School of Music and this conversation is already underway. Most pressing is the need for a recording facility to serve our current and future students in the music technology/commercial music program. These needs represent a sizeable investment from the university but are critical, especially at this time of opportunity as we transition to a Purdue unit. Although scholarship funds are currently adequate to meet the needs of our current enrollment, our recruitment efforts are now attracting students with higher musical and academic achievement and there will be a need to better compete with surrounding music programs for these prospects. Recent reductions in institutional scholarships also reduce our competitiveness and therefore we will need to find additional funds to reach sizeable scholarships to bring these uniquely skilled students to campus. Professional development support for music faculty is among the lowest on campus as well and will need to be increased to assist our research efforts and provide fairness across the university in terms of promotion and tenure and other support.
51 Supporting Documents 1. 5 Year Strategic Plan for Unit (produced at last program review). For programs transitioning to the new Program Review Process, the two USAP reports (or, a unit strategic plan developed for the period) should be included. 2. Enrollment Management Plan: The enrollment management plan should include targets for: a. total students enrolled in program, b. new students in the program defined as an annual cohort (i.e. defines cohort as students accepted into program in current academic year), c. retention within cohort, d. aggregate retention for majors, e. progress toward degree, and 3. First Destinations Survey (Career Services) 4. Alumni Survey (5 Year) – recommended as future requirement for all programs
52 Annual Program Review Data Definitions The Annual Program Review document uses two data sources. The New Majors, Total Majors, Retained In and Out of Major, Stop-out, and Student Attrition measures are derived from the Office of Institutional Research Census data files. The Graduated measure is derived from Banner’s degree awarded tables. The viability metric ratios, Graduation Efficiency and Growth Trend, use a combination of the two data sources.
Table 2a – Fall Program Demand
Program demand data is defined by the number of new students to a major or concentration, the total number of majors or concentrations, and number of graduates per academic year.
1. Demand a. The number of students who are new to the major in a given fall semester either as first year students or as returning students who have changed their major. The number of students where identified by their first or second declared major. 2. Majors a. The total number of students who declared a major in a given fall semester. This is the sum of new and continuing students. The number of students where identified by their first or second declared major. 3. Graduates a. The number of students who graduate in a given major or concentration in a given academic year. The number of students where identified by the first or second major on their degree.
Table 2b: Fall Viability Metric Ratios
1. Graduation Efficiency a. The number of students who graduated in major divided by the number of majors. Since graduation efficiency measure is calculated using values in Table 2a and Table 2c, the graduation efficiency measure accounts for students first and/or second major. 2. Student Attrition a. The number of students who stop out (are not retained at PFW) divided by the number of majors or concentration. 3. Growth Trend a. The sum of the number of students entering major or concentration divided by the number of students graduating, changing a new major, or stopping-out. In the situation where the denominator is zero, the simply the number of majors is reported.
53 Table 2c: Fall Retention Totals
1. New Majors a. The number of students who are new to the major in a given fall semester either as first year students or as returning students who changed their major. 2. Total Majors a. The total number of students who declared a major in a given fall semester. This is the sum of new and continuing students. 3. Retained in Major a. The number of students who were retained at the University in a given fall semester to the next academic year’s Fall semester. For example, the Fall 2015 retained in major number shows the number of majors who returned in Fall 2016 in the same major. 4. Retained in Different Major a. The number of students who were retained at the University in a given fall semester to the next academic year’s Fall semester. For example, Fall 2015 retained in different major number shows the number of majors who returned in Fall 2016 in a different major. 5. Graduated a. In Major i. The number of students who earned a degree in an academic year. Determining whether someone graduated in major is based on the comparison of a student’s fall major against major(s) on their degree awarded. b. Out of Major i. The number of students who earned a degree in an academic year. Determining whether someone graduated out of major is based on the comparison of a student’s fall major against major(s) on their degree awarded. 6. Stop Out a. The number of students who did not return to the University in the next academic year’s Fall semester. For example, the Fall 2015 stop-out number shows the number of majors who did not return to the University in Fall 2016.
54 Theatre Table of Contents Section 1: Unit Goals/Progress/Accomplishments ...... 2 Section 2: Evaluation and Planning Program Viability ...... 6 Theatre BA ...... 6 Section 3: Department Undergraduate Non-Dual Credit Hour Production ...... 13 Section 4: Faculty/Staff/Student Accomplishments ...... 14 Section 5: Alumni Information ...... 17 Section 6: Resource Allocation Request ...... 19 Supporting Documents ...... 20 Annual Program Review Data Definitions ...... 21
1 Theatre Annual Report Department Annual Report (outline)
I. Unit Goals/Progress/Accomplishments: focus on department/program accomplishments. II. Program Viability and Enrollment Management: includes viability metrics, departmental enrollment management plan and departmental performance toward meeting enrollment management goals (supported by enrollment management report provided by Institutional Research). III. Faculty, Student, and Staff Accomplishments: focus on individual accomplishments that provide evidence of advancing or enhancing program quality IV. Alumni Accomplishments V. Resource allocation recommendations
Department Annual Report (template)
Section 1: Unit Goals/Progress/Accomplishments1
In Table 1 list Unit Goals from the Five Year Plan and additional goals established for the current year, describe actions implemented to help achieve goals, and provide evidence of how the actions taken contribute to goal achievement.
Table 1: Progress in Accomplishing 5 Year Goals
Evidence of Progress to Unit Goal2 Action Items Goal (performance relative to action item) Complete a revision of our Self Study Faculty and professional teaching staff The faculty and professional teaching in preparation for the accreditation site are meeting weekly during the Fall staff of Theatre are on track in the visit of the National Association of 2017 for revision sessions. Tenured revision process of the self-study, as Schools of Theatre, Nov. 2018 faculty members lead the revisions of mapped out in the action items. distinct sections of the self-study most aligned with their area(s) of specialization. The chair will compile the revisions over the winter break and complete a second revision on the entirety of the document, excluding only the documents portfolio. In the spring semester, 2018, the faculty will meet bi-weekly and discuss the second revision, and work will commence on revising the documents portfolio. In the summer, 2018, the chair will complete a
1 This section does not include enrollment goals. Enrollment goals are reported in Section 2. 2 In transition prior to development of 5 year strategic plan, use USAP Yr. 1 and 2 Reports
2 Evidence of Progress to Unit Goal2 Action Items Goal (performance relative to action item) third revision of the entire self-study, and in the early fall 2018 the faculty will read it one last time. Any remaining revisions will be entered by the end of September, 2018. The self- study is due to the NAST site-visit team the first week of October, 2018. The site visit will occur in early Nov. 2018.
Complete plans to offer a BFA degree The chair of Theatre conducted a series The faculty and staff of Theatre are on in Musical Theatre in two to three of discussions with the faculty and staff track in the plans to offer a BFA degree years. of the Department of Theatre, the Chair in Musical Theatre, as mapped out in of Music, the IPFW dance professors, the action items. the Dean of the College of Visual and Performing Arts and the Vice Chancellor of the University in August and September of 2017. During this time, the group investigated the possibility of offering a BFA degree in Musical Theatre. The chair also conducted a series of telephone calls with representatives of NAST about the feasibility of offering this degree and held discussions with the Dean of the College and, in an informal meeting, the Vice Chancellor, as well. In preparation for these discussions, she conducted research on peer institutions that offer this degree, collecting evidence on the feasibility of the degree offering by comparing curricula of accredited programs and checking to see if our two Departments, Theatre (which houses the university’s dance courses) and Music could collectively offer a comparable degree curriculum. At this juncture, it has been determined that Theatre and Dance are capable of forming a BFA degree comparable to accredited peer institutions and the faculty and staff of Theatre have reached consensus on the decision to move forward with the BFA degree planning. Therefore, the chair has met with the Associate Vice Chancellor for Academic Programs of IPFW, in order to begin mapping out next steps that would unveil the degree offering in two
3 Evidence of Progress to Unit Goal2 Action Items Goal (performance relative to action item) to three years, following approvals by ICHE, HLC and NAST.
Continue enhancing our already well- While we have already developed a All of the action items in the middle developed first year number of experiences designed to column are already underway, as experience/enhanced advising program establish a strong cohort in the reported. for the incoming class and reinforce incoming class, we are continuing to advising in the sophomore, junior and develop the first year experience. We senior years. have found that incoming students stay when they become integrated into our production season, either being cast in a show or working on the show backstage. In order to get younger members of the Department working sooner, so that they have a stronger chance of being cast in mainstage shows throughout their time at PFW, we are developing an underclassmen workshop production, which will run as a pilot this fall 2017 with a staged reading. Next year, it will be a fully staged show without the shops’ support but instead as a workshop (meaning fully rehearsed but using very simple design elements).
We are also discussing the possibility of enhancing further our Musical Theatre Emphasis and offering an Introduction to Musical Theatre elective in which both non-majors and majors could enroll. This would serve as a recruitment device and also help students interested in performing in our musicals to prepare for auditions. Musical Theatre classes for the emphasis students carry pre-requisites that keep them from enrolling in the freshman year. This elective would better prepare them, while they are simultaneously taking the acting course pre-requisites. We are also continuing to enhance our advising practices. Not only is the chair of the Department learning to use the My Blue Print degree auditing program (in lieu of having a professional advisor for our College) but we are also working to teach the students to more fully track
4 Evidence of Progress to Unit Goal2 Action Items Goal (performance relative to action item) themselves through their degree. We have found that, although they receive a full introduction to the degree requirements and degree structure when they advise with the Chair in the summer, they are too overwhelmed at this time to really absorb the information fully. Therefore, the chair now visits the freshmen at their weekly freshmen community hour (part of the first year experience we have developed). A few weeks into their initial semester, she gives them a presentation on: 1. the degree plan; 2. their ability to complete a minor, outside field or second major; and 3. how to utilize online resources to track their degree plans and 4. and additional pertinent campus resources they might find useful during their time with us. The chair then repeats a more succinct version of this session with the entire collection of Majors at one of our Monday meetings, which we have now restructured as a symposia series on various topics in the theatre profession.
5 Section 2: Evaluation and Planning Program Viability Theatre BA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand
Fall Semester Demand Majors
(New to Major) (New plus Graduates Continuing)
2017 22 53
2016 17 48 10
2015 23 50 7
2014 20 46 7
2013 22 43 3
2012 16 44 14
Averages 20 46 8
Table 2b: Fall Viability Metric Ratios
Fall Semester Graduation Student Attrition Growth Trend Efficiency
2016 20.83% 14.58% 1.000
2015 14.00% 22.00% 1.211
2014 15.22% 23.91% 1.053
2013 06.98% 23.26% 1.294
2012 31.82% 15.91% 0.696
Ratios 17.75% 19.91% 1.032
6 Theatre BA (continued)
Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained Different In Out of Out Semester Majors in Major Major Major Majors Major
2017 22 53
2016 17 48 31 0 10 0 7
2015 23 50 31 1 7 0 11
2014 20 46 27 1 7 0 11
2013 22 43 26 4 3 0 10
2012 16 44 21 2 14 0 7
Summary 98 231 136 8 41 0 46
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017
New Raise the number The evidence in the 16 22 20 23 17 22 Majors of majors by 2-3 “Enrollment Management per year, seeking Performance” boxes to the right 60 consistent suggest that, over the past 6 majors in 5 to 7 years, 2/3 of the time we recruit years (keeping in in the range of 20-23 students mind that there are annually and 1/3 of the time we occasional recruit in the range of 16-17 enrollment drops students annually, thus that are suggesting an occasional drop unavoidable, as the for unexplained reasons. A data suggests, and number of recruitment that enrollment strategies have been in place struggles may and consistently practiced for continue simply du all of the years in question, so we believe that in future years
7 Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017
to National and we may continue to see an Regional trends.) “off” year periodically, which contains a drop in the usual recruitment rates. However, we hope to develop our recruitment strategies even further (specific plans detailed below in “Table 2e/Discussion”), so that we may reach our goal.
Retained in Decrease the Continue to develop strategies 21 26 27 31 31 Major number of stop that will improve retention and outs at all levels by graduation rates. For extended 1-2 students per details, see discussion sections year for 5-7 years below. and show improvement in graduation rates by 1-2 students per year for 5 to 7 years
Retained at 23 30 28 32 31 IPFW
Total 44 43 46 50 48 53 majors
Graduated 14 3 7 7 10 in Major
Stopped 7 10 11 11 7 Out
8 Strategies for Recruiting New Majors:
1. Continue existing recruitment practices: In the fall 2017, we disseminated a questionnaire to all current majors, asking them to identify how they learned about IPFW’s Department of Theatre and to explain why they chose to join our Department. The results proved to us that our existing strategies are working because the majority of students cited one or more of these strategies as reasons for attending/choosing to major in Theatre.
Currently, we:
A. Offer scholarship auditions twice annually, utilizing our privately donated funds. These auditions continue by private appointment in the late spring and throughout the summer with additional invitations for any student that meets eligibility requirements to audition for as long as funds remain. The Chair and faculty assess the students that audition by considering not only their high school GPA and SAT/ACT scores but also the degree of experience and talent in Theatre that they have acquired thus far, as well as their potential for growth in Theatre specializations. These funds—and the ability for us, qualified professionals in the Theatre Profession, to determine who receives awards—are considered by the faculty and professional teaching staff to be our greatest asset in the recruitment process. Losing control of these funds would place the future of our Department in grave jeopardy in regards to recruitment. With better timing and with sooner clarification of the amounts of funds available each year, the Department could make even better use of this essential recruiting tool.
B. Attend high school plays in the region, informing high school teachers in advance that we are attending and disseminating recruitment material to students involved in the productions.
C. Offer workshops in professional development to high school teachers.
D. Offer special matinee performances of one of our productions every other year.
E. Offer college-experience days on our campus annually or bi-annually, which include: workshops by IPFW faculty members on various performance and tech/design topics.
F. Annually email and call high school theatre teachers in the region, offering to give workshops to their students and adjudications of their productions.
9 2. Develop additional practices for recruiting new majors:
a. Develop a BFA in Musical Theatre: Over the years, while conducting the recruitment practices detailed in section #1 above, teachers and students repeatedly ask if we will be expanding our offerings and training in Musical Theatre to the point of offering a BFA in Degree Musical Theatre. Because of the demand for this degree, we are moving forward. We describe our plans in section 1/Unit Goals, in the hopes that it will improve recruitment in our major.
b. Expand our outreach: We continue to create relationships with new high schools beyond our usual reach, cold calling theatre teachers, sending our recruitment literature and invitations for them and their students to engage with us and attending their theatre productions. We have also begun to participate in the Indiana and Michigan Thespian Festivals regularly, giving workshops and judging, so that high school students experience our presence frequently. These festivals also have opportunities to recruit, by offering scholarships and setting up an information booth.
c. Assign a faculty member a 25% release to help the chair with recruitment: In addition to all of the participation that the faculty members and chair share in recruitment, providing the chair additional help in recruitment activities helps the coordination of the Department’s many efforts.
Strategies for Retaining Majors
1. Our feedback collection tells us that students typically stop out because of some combination of the following:
A. Costs beyond their ability to pay (thus causing them to work multiple jobs that take them away from their studies) B. Poor academic preparation C. Lack of theatre community involvement/immersion at IPFW D. Realization of the challenging nature of the program (after having only experienced high school extra-curricular theatre).
2. Many practices for improving retention have long been in place. We are now enhancing these practices by doing the following:
A. An expansion of the First Year Experience to improve community involvement/immersion: We continue with our first year experience for freshmen, including the five courses that nearly all freshmen take together: Acting I, Stagecraft, Introduction to Theatre with an added freshmen community hour weekly, Textual Analysis and Stage management. This scheduling allows them to develop a strong cohort. We are enhancing the FYE by developing an underclassmen workshop production because we understand that students in our Department have a better chance of staying if they are involved in theatre productions. The goal is to get more of our actors on-stage sooner, thus enveloping them in the community. In order to help the less experienced actors become better prepared to be cast in mainstage productions, we are now offering an underclassmen workshop production in the fall semester, limiting the competition to be cast to first and second years only. Piloted this fall 2017, it was a great success in helping more novice actors grow.
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B. The Hope to Offer a New Degree Plan: I have discussed at length in this report the need to further develop our Musical Theatre offerings and offer a BFA Degree in 3-5 years, as we believe this will both improve recruitment and retention by addressing our constituents’ strongest interests in our field. By cobbling together existing course offerings in the Department of Music, by expanding the dance offerings, by offering two musicals per year, and by continuing with our own existing courses (in both the Theatre Core and performance emphases), we could offer a BFA in Musical Theatre. Collected feedback tells us we would be likely to attract a population of students hitherto uninterested in our general BA in Theatre.
C. Improved Monday Meetings: We have been making the Monday meetings, when all Majors come together, more enriching, helping them to see how to get the most out of their time here and to make some moves towards the next steps after college. This addresses their sense of how they might utilize the degree in future career steps, provided they perform well while matriculating. These topics include such things as: information on affording and auditioning for summer stock, a review of the degree plan and how students should direct themselves through the process, using social media to market themselves and our Department’s shows, study skills, time management, research methods, graduate school auditions and applications and specializations in the Theatre complex of professions. There are also a few social gatherings included in the Monday Meeting schedule, which are additions to our Fall kick off party, Halloween Party and end-of year goodbye party, which we plan in conjunction with the Student Theatre Organization for positive enhancement of our school culture.
D. Improved Interventions: While “student issues” are discussed at the end of every faculty weekly meeting, which always lead to direct assistance to any student identified as struggling, students on probation attend bi-weekly check ins with the chair. When a more serious intervention from the chair is unnecessary, the faculty plans together how to address issues in particular classes. When issues outside of our expertise are identified, such as mental health concerns or need for academic remediation, the chair or attending faculty direct the student to specific campus resources, such as: the writing center, the math mall or the counseling services.
E. Improved Policies and Procedures: The faculty and professional teaching staff conducted a global revision of the Theatre Student Handbook in 2016-2017 and have since disseminated all new or greatly clarified policies and procedures to students via the Monday Meetings and Freshman Intro. to Theatre/Community Hour classes. These policies are improving course attendance, audition attendance and permissions to conduct theatre work outside of the Department, for example. The revisions also provide the students with a clearer sense of overall expectations during their time with IPFW.
Theatre BA (continued)
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F. Improved Advising: All faculty are unanimous in feeling that we need a professional advisor for the College as a whole, someone who could keep an eye along with us on the degree audit and make changes as necessary. In the meantime, the Chair has been learning to make changes in My Blue Print, with an expectation that all audits will be cleaned by the start of the Spring semester 2018. Furthermore, four-year plans based on teaching rotations have been added to the students’ files, which provide a way to track emphases. These are now readily available for students to access (thus replacing the old Bingo Sheet practice of degree charting). In addition, advising has improved by utilizing the Monday Meeting and Freshman Community hour sessions, teaching students in a more careful way the structure of the degree and how to choose appropriate courses in order to stay on track. Although students have always been introduced to these subjects in the summer before freshman year, feedback collection has determined that students need to be re-introduced to the degree structure and requirements and to campus resources multiple times during their freshman year, in order to take ownership of their degree progress. G. Working with Admissions: We now more consistently offer our assistance to Admissions, volunteering to attend recruitment fairs and collaborating on college-day programs for high school students.
N.B.—While the faculty and professional teaching staff of Theatre wholeheartedly take on all of the retention practices described above, we recognize that a percentage of our students enter the degree program with personal, financial and academic issues that render stop outs unavoidable. We make every effort to help students succeed. We always go above and beyond the call of duty to intervene and offer guidance, but we know that our incoming students with GPAs of 2.0 to 2.5 and low SAT scores are going to struggle, and, with the additional financial burdens with which many of them contend, success, even with the best of mentorship, cannot always be guaranteed. We hope that as IPFW transitions to PFW and improves its reach, using brand name recognition, that the backgrounds of incoming student populations will improve to include larger percentages of students with higher GPAs and SAT/ACT scores.
Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
12 Section 3: Department Undergraduate Non-Dual Credit Hour Production Discussion: Describe changes in total non-dual credit hour production for your program and the relationship of non-dual credit hour production to overall program viability. You may include a discussion of the contribution of service hours to program viability.
Fall In-Major Service Total Credit Hours
Fall 2017 518 253 771
Fall 2016 504 319 823
Fall 2015 504 346 850
Fall 2014 410 453 863
Fall 2013 361 576 937
Fall 2012 374 881 1255
Discussion: In the Major of Theatre, the generation of credit hours has consistently improved since 2012. We attribute this to the extensive retention work we conduct in the Department, always working to improve our advising and attention to the welfare of our students.
In regards to service hours, our credit hours have decreased. The sharp decline in credit hours from 2012 to 2013 is attributable to the re-organization of the General Education Courses across the University at that time, which greatly damaged the Theatre program’s offerings for non- majors. The gradual decline in service hours since 2013 is attributable to the University-wide enrollment crisis, and we suspect that the percentages of incremental change shown here are comparable to changes that have occurred across the campus.
13 Section 4: Faculty/Staff/Student Accomplishments
1. Scholarship and Creative Endeavor:
Faculty and professional teaching staff continue to participate in extensive creative endeavor on-campus through offering a full season of theatrical productions. They also continue to offer their expertise to theatres in the region, with regular appearances at events, as well as theatre direction and technical support. Their productivity reports list out their rich contributions.
In the area of Creative Endeavor, notable accomplishments include Jeffrey Casazza’s completion of the Instructor Designation in Linklater Voicework and his book contract with Routledge Press, which he is working on with a group of scholars in Physical Dramaturgy.
2. Teaching and Learning
The faculty and professional teaching staff regularly enhance their course and production offerings by revising course offerings, improving facilities, engaging in training that will improve teaching and learning, providing travel to see professional theatre and by bringing guest artists to campus, as detailed below.
A. Guest Artists:
Professors Ridgeway, Quick, Redman and Stover arranged and provided guest-artist visits to campus in the following areas:
Mask Work (1 week residency with Andrew Phoenix of The Wonderheads) Improvisation (annual fall semester, 1-day visit of Way Cool Productions/Comedy Sports) Shakespeare and Audition Techniques (1-day workshop by Grant Mudge, Notre Dame Shakespeare Musical Theatre Techniques (1 day workshop of renowned Musical Theatre performer, Brad Wilcuts
B. Course Revision:
Professor Redman has extensively revised/developed over three years the Textual Analysis course for freshman Theatre Majors. In doing so, Redman is working to
14 make the course part of the Department’s First Year Experience, by turning it into a rigorous freshman composition and rhetoric course (thus improving writing skills so that students pass the upper division academic courses of the Department with greater frequency and ease). Active learning goals of revision and writing as process now dominate the course, as students study the history of dramatic literary genres.
C. Additional Training and Course Revision:
Professors Ridgeway and Shoquist completed training in Vectorworks computer drafting training and revised the Drafting course, which now offers training in both hand drafting and industry-standard computer generated drafting.
Professor Casazza’s Designation completion in Linklater Voicework also serves in improving teaching and learning for our students, in addition to his Creative Endeavor accomplishments.
D. Facilities Upgrades:
Extensive Scene Shop Upgrades in safety and new equipment, including a panel saw and band saw. Creation of a computer generated design lab. Costume Shop equipment upgrades. Lobby flooring and decorating renovation, new dimmer system in Studio theatre, mainstage line set rigging system maintenance and safety check, extensive purchases of new lighting instruments, including some moving lights. Working towards dimmer renovations in aging system in the mainstage.
E. Travel:
Professor Ridgeway took students to USITT. Professor Casazza took students to HUMANA Festival. Professors Redman and Quick took students to Chicago to attend 4 professional theatre productions. Professor Quick took students to Chicago a second time to attend the University Resident Theatre Auditions for graduate school placement, allowing them to view the auditions in the freshman, sophmore and junior years, so that they become oriented prior to participation post-graduation as auditionees. Professor Humphrey will be taking students to New York City for the bi- annual Broadway Theatre Tour spring 2018, a long tradition in our Department.
3. Service
While all faculty members in the Department participate extensively in service duties, notable in the area of Service, Jeffrey Casazza remains active with FACET. Beverly
15 Redman serves as Secretary on the Board of Directors, Fort Wayne Dance Collective; has completed training as a Site Visitor for the National Association of Schools of Theatre/is now listed as an active site visitor and; serves on the IPFW COMP Team for mentoring new faculty.
16 Section 5: Alumni Information In this section discuss how your program is contributing to the ongoing success of its graduates. Include information such as survey information (e.g. First Destinations Survey), alumni career accomplishments, employment information, and professional and graduate school enrollment
Alumni Updates
Velez, James Assistant Director—IPFW Admissions
Maiden, Kelcey Just hired as HS theatre teacher at Northside HS, Fort Wayne (graduating Dec. 2017)
Laudeman, Laura Already working as a substitute HS teacher, Homestead HS, FW (graduating June 2017)
Keller, Kirsten Completed MFA in Acting and now has founded a theatre company in Chicago
O’Mara, Brooke working for Apollo Lighting Instruments—FW Company
Lee, Corey Technical director and Lighting Designer at Arts United/Civic Theatre of FW
Mann, Aaron Freelance Actor – Omaha
Cummins, Tamara IPFW Special Events
Kasunic, Jonathan Chicago – Independent Film and web Series Actor
Beckner, Tom FW– Active with Shakespeare Machine
Ernsberger, Brian Director of Special Events – Arts United Center
Stillman, Brogan Missionary – Romania
Turner, Janee She was in Germany working with a professional theatre company
Lauster, Hope Owner Red Stiletto Salon – FW
Bercot, Ben Finished MFA at CW Post – now in NYC trying to work as Actor
Klinker, Amber South Bend – Part-time Costume Designer, Nursing Student at IUSB
Lubs, Melanie Touring with her band
Fletcher, Adam Resident Scenic Designer and Technical Director – FW Civic
Garner, Nathan Actor – PA
Schneider, James Was at Disney – FL
17 Francis, Chase FW – Active Shakespeare Machine
Ehinger, Nick Chicago Theatre Technician
Caudill, Emily FW – Active in Theatre community
Eber, Therrin Grad School – Univ. of Alabama, MFA in Lighting Design
Ireland, Brock FW – Active Theatre Community
Brumbaugh, Karyn FW – Teaching HS, Northrup
Hart, Evan Actor/Intern George Street Playhouse NJ
Parker, Chance FW – Active First Pres – Directing and Asst. Directing
18 Section 6: Resource Allocation Request Please use the section below to discuss resources needed to help meet departmental and enrollment management goals. Describe the specific projected uses of those funds and your plan for evaluating the effectiveness of the requested resources in helping reach departmental and enrollment management goals.
Recruitment—Continue assigning the Visiting Instructor of Acting and Musical Theatre a spring course release to aid the Department, along with the Chair in recruitment activities, as described in the recruitment discussion section.
Continue utilizing travel funds, when required, for attendance at the Indiana and Michigan Thespian Festivals, high schools plays in the region and Admissions Performing Arts Fairs.
Retention—Continue to utilize Department funds to upgrade faculty training, to improve and maintain theatre facilities and to bring guest artists onto campus, in order to enhance teaching and learning.
BFA in Musical Theatre Degree—The addition of this degree will require resource allocations, to be determined as the HLC, ICHE and NAST studies/proposals are completed over the next two to three years. Listing resources now would be pre-mature.
19 Supporting Documents 1. 5 Year Strategic Plan for Unit (produced at last program review). For programs transitioning to the new Program Review Process, the two USAP reports (or, a unit strategic plan developed for the period) should be included. 2. Enrollment Management Plan: The enrollment management plan should include targets for: a. total students enrolled in program, b. new students in the program defined as an annual cohort (i.e. defines cohort as students accepted into program in current academic year), c. retention within cohort, d. aggregate retention for majors, e. progress toward degree, and 3. First Destinations Survey (Career Services) 4. Alumni Survey (5 Year) – recommended as future requirement for all programs
20 Annual Program Review Data Definitions The Annual Program Review document uses two data sources. The New Majors, Total Majors, Retained In and Out of Major, Stop-out, and Student Attrition measures are derived from the Office of Institutional Research Census data files. The Graduated measure is derived from Banner’s degree awarded tables. The viability metric ratios, Graduation Efficiency and Growth Trend, use a combination of the two data sources.
Table 2a – Fall Program Demand
Program demand data is defined by the number of new students to a major or concentration, the total number of majors or concentrations, and number of graduates per academic year.
1. Demand a. The number of students who are new to the major in a given fall semester either as first year students or as returning students who have changed their major. The number of students where identified by their first or second declared major. 2. Majors a. The total number of students who declared a major in a given fall semester. This is the sum of new and continuing students. The number of students where identified by their first or second declared major. 3. Graduates a. The number of students who graduate in a given major or concentration in a given academic year. The number of students where identified by the first or second major on their degree.
Table 2b: Fall Viability Metric Ratios
1. Graduation Efficiency a. The number of students who graduated in major divided by the number of majors. Since graduation efficiency measure is calculated using values in Table 2a and Table 2c, the graduation efficiency measure accounts for students first and/or second major. 2. Student Attrition a. The number of students who stop out (are not retained at PFW) divided by the number of majors or concentration. 3. Growth Trend a. The sum of the number of students entering major or concentration divided by the number of students graduating, changing a new major, or stopping-out. In the situation where the denominator is zero, the simply the number of majors is reported.
21
Table 2c: Fall Retention Totals
1. New Majors a. The number of students who are new to the major in a given fall semester either as first year students or as returning students who changed their major. 2. Total Majors a. The total number of students who declared a major in a given fall semester. This is the sum of new and continuing students. 3. Retained in Major a. The number of students who were retained at the University in a given fall semester to the next academic year’s Fall semester. For example, the Fall 2015 retained in major number shows the number of majors who returned in Fall 2016 in the same major. 4. Retained in Different Major a. The number of students who were retained at the University in a given fall semester to the next academic year’s Fall semester. For example, Fall 2015 retained in different major number shows the number of majors who returned in Fall 2016 in a different major. 5. Graduated a. In Major i. The number of students who earned a degree in an academic year. Determining whether someone graduated in major is based on the comparison of a student’s fall major against major(s) on their degree awarded. b. Out of Major i. The number of students who earned a degree in an academic year. Determining whether someone graduated out of major is based on the comparison of a student’s fall major against major(s) on their degree awarded. 6. Stop Out a. The number of students who did not return to the University in the next academic year’s Fall semester. For example, the Fall 2015 stop-out number shows the number of majors who did not return to the University in Fall 2016.
22 Visual Communication Design Table of Contents Section 1: Unit Goals/Progress/Accomplishments ...... 2 Section 2: Evaluation and Planning Program Viability ...... 4 Commercial Art AS ...... 4 Interior Design AS ...... 8 Interior Design BS...... 11 Visual Communication Design BFA ...... 17 Visual Communication Design - Computer Art BFA ...... 21 Visual Communication Design - Graphic Design BFA ...... 25 Visual Communication Design - Imaging and Photography BFA...... 23 Visual Communication Design - Modeling and Animation BFA ...... 33 Visual Communication Design - Photography BFA ...... 37 Section 3: Department Undergraduate Non-Dual Credit Hour Production ...... 41 Section 4: Faculty/Staff/Student Accomplishments ...... 42 Section 5: Alumni Information ...... 44 Section 6: Resource Allocation Request ...... 46 Supporting Documents ...... Annual Program Review Data Definitions ......
1 Visual Communication Design Annual Report Department Annual Report (outline) I. Unit Goals/Progress/Accomplishments: focus on department/program accomplishments. II. Program Viability and Enrollment Management: includes viability metrics, departmental enrollment management plan and departmental performance toward meeting enrollment management goals (supported by enrollment management report provided by Institutional Research). III. Faculty, Student, and Staff Accomplishments: focus on individual accomplishments that provide evidence of advancing or enhancing program quality IV. Alumni Accomplishments V. Resource allocation recommendations Department Annual Report (template)
Section 1: Unit Goals/Progress/Accomplishments1 In Table 1 list Unit Goals from the Five Year Plan and additional goals established for the current year, describe actions implemented to help achieve goals, and provide evidence of how the actions taken contribute to goal achievement. Table 1: Progress in Accomplishing 5 Year Goals Evidence of Progress to Goal Unit Goal2 Action Items (performance relative to action item) Increase the number of • Recruit students through We have joined the Fine Art incoming High school students High School Exhibitions department in workshops for high school students • Produce video of VCD student experiences at IPFW and create marketing High school portfolio pieces to recruit students applicants increased from two
in the Spring of 2016 to nine • Create email list of students entering high school in the Spring of 2017 exhibition
• Develop workshops for High School teachers and high school teachers
1 This section does not include enrollment goals. Enrollment goals are reported in Section 2.
2 In transition prior to development of 5 year strategic plan, use USAP Yr. 1 and 2 Reports
2
• Create marketing materials that promote careers in the industry
• Continue to have VCD faculty teach with high school teachers in the area high schools
Prepare for the reunification • Evaluate curriculum in all In the Fall of 2018, with the with the Fine Art department VCD areas Department of Fine Art, we become the Department of Art
and Design. With this change, • Establish common we have coordinated with the procedures in advising, Fine Art faculty to establish portfolio reviews, and how common procedures will senior thesis work as we move forward. Together with Fine Art, we have created a common First Two- • Eliminate the number of Year curriculum for all students dual concentration degrees prior to being accepted into a BFA concentration. VCD has presented to Fine Art faculty with information on VCD • Revise portfolio procedures mandatory academic advising, for the second-year review portfolio review, and senior to accept students in to the thesis. BFA and newly offered BA degree
• Continue the third-year review to assess the BFA students
Hire a department Chair for the • Created a search committee Search is ongoing newly established Department of Art and Design • Posted the position
• Reviewing applicants
3 Improve and streamline the • Reduce the time needed to VCD has begun utilizing Fast portfolio process review portfolios Field Forms to completely eliminate paper forms and
rubrics. All faculty use iPads or • Reduce the turn around time mobile phones to access the for students to know results digital forms and enter scores and comments.
• Make scholarship information available in a more timely fashion
Create a two-year teach out for • Make it possible for current Every Modeling and Animation Modeling and Animation students to complete a student was advised and had students concentration in Modeling their myBLUEprint analysed. A and Animation matrix was created based on
student progress to establish
when and how each course will • Discuss options for students be offered to fulfill the two-year to complete their degree teach out.
Increase the amount of cross- • Collaboration between VCD has created collaborative disciplinary and outreach VCD courses projects with Graphic Design opportunities students and Photography
students in two different courses
• Engage with other that work together on a common departments in experiential goal. VCD has also engaged learning opportunity with the English department to incorporate the English student’s writing expertise. • Engage with area industries and organizations to develop collaborative work
Control expenses for faculty • Set limits for department Each tenured, tenure track and travel and professional/creative funding of faculty continuing lecturer receives up development travel/research to $1,500.00 at the start of each year for travel, creative, and research endeavors.
4 Section 2: Evaluation and Planning Program Viability Commercial Art AS Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 0 1
2016 0 1 0
2015 0 2 0 2014 0 3 1
2013 0 4 0 2012 1 9 4
Averages 0 4 1
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 00.00% 00.00% 0.000
2015 00.00% 50.00% 0.000 2014 33.33% 00.00% 0.000 2013 00.00% 00.00% 0.000
2012 44.44% 11.11% 0.200
Ratios 26.32% 10.53% 0.125
5 Commercial Art AS (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 0 1
2016 0 1 1 0 0 0 0
2015 0 2 1 0 0 0 1
2014 0 3 2 0 1 0 0
2013 0 4 3 1 0 0 0
2012 1 9 4 0 4 0 1
Summary 1 19 11 1 5 0 2
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA Associate Degree has 1 0 0 0 0 0 Majors been eliminated
Retained in NA Associate Degree has 4 3 2 1 1 Major been eliminated
Retained at NA Associate Degree has 4 4 2 1 1 IPFW been eliminated
Total NA Have the student finish 9 4 3 2 1 1 majors
Graduated NA Associate Degree has 4 0 1 0 0 in Major been eliminated
6 Stopped NA Associate Degree has 1 0 0 1 0 Out been eliminated
7 Commercial Art AS (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The Commercial Art Associate degree has been eliminated from the offerings in the Visual Communication and Design department. The degree was terminated in 2013 and the few remaining students have been gradually completing the program.
8 Interior Design AS Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 1 1 2016 2015 1 2 0
2014 7 18 2 2013 8 24 7
2012 14 32 6
Averages 8 19 4
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 2015 00.00% 100.00% 0.500 2014 05.56% 33.33% 0.438 2013 20.83% 12.50% 0.727
2012 06.25% 18.75% 1.077
Ratios 10.53% 22.37% 0.714
9 Interior Design AS (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 1 1
2016
2015 1 2 0 0 0 0 2
2014 7 18 1 9 1 1 6
2013 8 24 11 3 5 2 3
2012 14 32 15 5 2 4 6
Summary 30 76 27 17 8 7 17
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA Allow returning student 14 8 7 1 1 Majors to finish the AS degree program
Retained in NA NA 15 11 1 0 Major
Retained at NA NA 20 14 10 0 IPFW
Total NA Allow returning student 32 24 18 2 1 majors to finish the AS degree program
Graduated NA NA 2 5 1 0 in Major
10 Stopped NA NA 6 3 6 2 Out
11 Interior Design AS (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The Associate degree in Interior Design was eliminated from the department in 2016. In the Fall 2017 a returning student was readmitted to complete their Associate Degree in Interior Design. The Interior Design coordinator and the Registrar were consulted to create a plan to complete the degree.
12 Interior Design BS Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 28 56
2016 23 51 6 2015 35 49 8 2014 17 28 4
2013 19 29 10 2012 19 27 12
Averages 23 37 8
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 11.76% 29.41% 1.000
2015 14.29% 20.41% 1.750 2014 10.71% 17.86% 1.308
2013 24.14% 27.59% 1.188 2012 37.04% 14.81% 1.188
Ratios 17.93% 22.83% 1.284
13 Interior Design BS (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 28 56
2016 23 51 28 2 6 0 15
2015 35 49 28 3 7 1 10
2014 17 28 14 5 3 1 5
2013 19 29 10 1 7 3 8
2012 19 27 9 2 10 2 4
Summary 113 184 89 13 33 7 42
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 30-35 Recruit, scholarship 19 19 17 35 23 28 Majors opportunities and quality of instructors
Retained in 80% Educate early as to the 9 10 14 28 28 Major rigors of the program, quality of instructors
Retained at 90% Scholarship opportunities 11 11 19 31 30 IPFW and quality of education
Total 65 Continue quality of 27 29 28 49 51 56 majors education
Graduated 10-12 per year Continue quality of 10 7 3 7 6 in Major education
14 Stopped <15% Educate early as to the 4 8 5 10 15 Out rigors of the program, continue quality of education
15 Interior Design BS (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BS in Interior Design has seen a dramatic increase in new enrollment since its move to VCD from ETCS three years ago. As the enrollment increases, VCD has experienced a large fluctuation in the retention rate. Interviews with the Interior Design students show that several come to the program due to the industry’s glamorization on DIY networks. Without many High schools offering Interior Design type courses, many incoming students aren’t fully aware of what all is required. With the increased outreach through high school workshops and high school visitations, and participation in the High School Art Days, the newly formed Department of Art and Design will be able to increase the awareness of the Interior Design program and all it has to offer.
16 Visual Communication Design BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 19 19
2016 7 11 1 2015 8 13 3 2014 13 17 3
2013 5 11 2 2012 7 14 2
Averages 8 13 2
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 09.09% 18.18% 1.400
2015 07.69% 07.69% 2.667 2014 11.76% 17.65% 1.625
2013 18.18% 27.27% 0.833 2012 14.29% 28.57% 1.000
Ratios 12.12% 19.70% 1.379
17 Visual Communication Design BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 19 19
2016 7 11 6 2 1 0 2
2015 8 13 8 1 1 2 1
2014 13 17 8 3 2 1 3
2013 5 11 5 1 2 0 3
2012 7 14 7 1 2 0 4
Summary 40 66 34 8 8 3 13
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA NA 7 5 13 8 7 19 Majors
Retained in NA NA 7 5 8 8 6 Major
Retained at NA NA 8 6 11 9 8 IPFW
Total NA NA 14 11 17 13 11 19 majors
Graduated NA NA 2 2 2 1 1 in Major
18 Stopped NA NA 4 3 3 1 2 Out
19 Visual Communication Design BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
All students must declare a concentration within the BFA programs offer by VCD. This data may represent undecided or Pathways students.
20 Visual Communication Design - Computer Art BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2016 2015 9 40 4
2014 13 46 6 2013 11 43 5
2012 12 46 3
Averages 11 44 5
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 2015 10.00% 17.50% 0.750 2014 13.04% 15.22% 0.867 2013 09.30% 18.60% 0.917
2012 06.52% 19.57% 0.800
Ratios 09.71% 17.71% 0.833
21 Visual Communication Design - Computer Art BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017
2016
2015 9 40 28 1 4 0 7
2014 13 46 31 2 6 0 7
2013 11 43 30 0 4 1 8
2012 12 46 31 3 3 0 9
Summary 45 175 120 6 17 1 31
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA NA 12 11 13 9 Majors
Retained in NA NA 31 30 31 28 Major
Retained at NA NA 34 30 33 29 IPFW
Total NA NA 46 43 46 40 majors
Graduated NA NA 3 4 6 4 in Major
22 Stopped NA NA 9 8 7 7 Out
23 Visual Communication Design - Computer Art BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The concentration of Computer Art was terminated in 2015 due to the confusion of what it was. This concentration was recreated as the concentration of Modeling and Animation.
24 Visual Communication Design - Graphic Design BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 36 133
2016 55 152 23 2015 26 130 32 2014 42 146 22
2013 45 170 26 2012 65 198 19
Averages 47 159 24
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 15.13% 24.34% 0.859
2015 24.62% 13.08% 0.500 2014 15.07% 12.33% 0.933
2013 14.71% 17.65% 0.714 2012 09.09% 20.71% 0.878
Ratios 15.08% 17.96% 0.782
25 Visual Communication Design - Graphic Design BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 36 133
2016 55 152 88 4 23 0 37
2015 26 130 78 3 32 0 17
2014 42 146 101 5 22 0 18
2013 45 170 106 8 25 1 30
2012 65 198 123 15 18 1 41
Summary 233 796 496 35 120 2 143
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 45-50 Scholarships, quality of 65 45 42 26 55 36 Majors instructors, immersive experiences
Retained in 75% Quality of instructors, 123 106 101 78 88 Major immersive experiences
Retained at 80% Quality of instructors, 138 114 106 81 92 IPFW immersive experiences
Total 150 Scholarships, quality of 198 170 146 130 152 133 majors instructors, immersive experiences
Graduated 32 Quality of instructors, 18 25 22 32 23 in Major immersive experiences
26 Stopped <15% Scholarships, quality of 41 30 18 17 37 Out instructors, immersive experiences
27 Visual Communication Design - Graphic Design BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The BFA in Graphic Design has always been the largest of the programs offered in VCD, but has experienced a decline in the past five years. The decline seems to be in line with a decline in the enrollment throughout the university. With the future merger of VCD and Fine Art, the students will have more exposure to Graphic Design and what it has to offer as a career. The reunification will also provide a BA option, which will improve our retention rate by providing an alternative to the high demands of the BFA program. The new university scholarship program should entice more students to IPFW and the Graphic Design field.
28 Visual Communication Design - Imaging and Photography BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 6 35
2016 9 49 9 2015 2014 2013 2012
Averages 9 49 9
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 18.37% 24.49% 0.375 2015 2014 2013 2012
Ratios 18.37% 24.49% 0.375
29 Visual Communication Design - Imaging and Photography BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 6 35
2016 9 49 25 3 9 0 12
2015
2014
2013
2012
Summary 9 49 25 3 9 0 12
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New 12-16 Scholarships, quality of 9 6 Majors instructors, immersive experiences
Retained in 70% Quality of instructors, 25 Major immersive experiences
Retained at 85% Quality of instructors, 28 IPFW immersive experiences
Total 50 Scholarships, quality of 49 35 majors instructors, immersive experiences
Graduated 10 Quality of instructors, 9 in Major immersive experiences
30 Stopped <15% Scholarships, quality of 12 Out instructors, immersive experiences
31 Visual Communication Design - Imaging and Photography BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The concentration of Imaging and Photography is a name change for the program from the previous name of Photography. The name change was a push towards offering more video components to the program since most DSLR cameras are capable of shooting in high definition video. This was a change that we documented other major universities were also experiencing. With the future merger of VCD and Fine Art, the students will have more exposure to Imaging and Photography and what it has to offer as a career. The reunification will also provide a BA option, which will improve our retention rate by providing an alternative to the high demands of the BFA program. The new university scholarship program should entice more students to IPFW and the Imaging and Photography field.
32 Visual Communication Design - Modeling and Animation BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 1 23
2016 22 53 4 2015 2014 2013 2012
Averages 22 53 4
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 07.55% 41.51% 0.710 2015 2014 2013 2012
Ratios 07.55% 41.51% 0.710
33 Visual Communication Design - Modeling and Animation BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017 1 23
2016 22 53 22 5 4 0 22
2015
2014
2013
2012
Summary 22 53 22 5 4 0 22
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA Concentration has been 22 1 Majors terminated
Retained in 15 Concentration has been 22 Major terminated
Retained at NA Concentration has been 27 IPFW terminated
Total 15 Concentration has been 53 23 majors terminated
Graduated 12 Concentration has been 4 in Major terminated
34 Stopped NA Concentration has been 22 Out terminated
35 Visual Communication Design - Modeling and Animation BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
The Modeling and Animation program has been terminated as of the end of the 2016-2017 academic year. The department has worked diligently to provide a smooth two-year teach out experience for the current modeling students to complete their degree.
Intro to 3D modeling will continue to be offered as an option for all art students to take as a 3D studio elective.
36 Visual Communication Design - Photography BFA Using Tables 2a through 2d, and additional data provided by Institutional Research, describe efforts the department is taking to improve enrollment, retention, and graduation.
Table 2a – Fall Program Demand Fall Semester Demand Majors (New to Major) (New plus Graduates Continuing) 2017 2016 2015 9 38 4
2014 14 49 6 2013 12 60 10
2012 21 77 10
Averages 14 56 8
Table 2b: Fall Viability Metric Ratios Fall Semester Graduation Student Attrition Growth Trend Efficiency 2016 2015 10.53% 21.05% 0.750 2014 12.24% 24.49% 0.700 2013 16.67% 18.33% 0.444
2012 11.69% 19.48% 0.750
Ratios 12.95% 20.54% 0.644
37 Visual Communication Design - Photography BFA (continued) Table 2c: Fall Retention Totals
Retained Graduated Stopped in Fall New Total Retained In Out of Out Different Semester Majors in Major Major Majors Major Major 2017
2016
2015 9 38 26 0 4 0 8
2014 14 49 29 2 6 0 12
2013 12 60 33 6 10 0 11
2012 21 77 48 4 9 1 15
Summary 56 224 136 12 29 1 46
Table 2d: Enrollment Management Plan Performance (Departmentally Set Goals and Action Items. Institutional Research will provide information for Enrollment Management Performance column)
Enrollment Action Items Enrollment Management Performance Management (Fall Semester) Goal 2012 2013 2014 2015 2016 2017 New NA NA 21 12 14 9 Majors
Retained in NA NA 48 33 29 26 Major
Retained at NA NA 52 39 31 26 IPFW
Total NA NA 77 60 49 38 majors
Graduated NA NA 9 10 6 4 in Major
38 Stopped NA NA 15 11 12 8 Out
39 Visual Communication Design - Photography BFA (continued) Table 2e: Discussion - Use the data from Tables 2a-2c to synthesize and analyze your program's enrollment and retention performance relative to the established goals. Discuss future plans to improve program viability. Finally, describe any changes in your action plan you are making to improve performance.
This concentration has been moved to Imaging and Photography (See page 23 through page 25).
40 Section 3: Department Undergraduate Non-Dual Credit Hour Production Discussion: Describe changes in total non-dual credit hour production for your program and the relationship of non-dual credit hour production to overall program viability. You may include a discussion of the contribution of service hours to program viability. Fall In-Major Service Total Credit Hours Fall 2017 1918 321 2239 Fall 2016 2198 307 2505 Fall 2015 2161 350 2511 Fall 2014 2561 390 2951 Fall 2013 2664 594 3258 Fall 2012 2913 521 3434
VCD is very interested in reinstating the Intro to Photography for non-majors course to help generate more credit hour production. Discussions have also begun on creating an Intro to Web Design for non-majors course to provide more accessibility to the field for IPFW students.
41 Section 4: Faculty/Staff/Student Accomplishments 1. Scholarship and Creative Endeavor Exhibitions/Research Projects Andres Montenegro: Collaborative research project with IPFW Psychology Department – “Mental Rotation Training and Sex Effects Using a Touch-Sensitive Rotation App” Screening and exhibit of “The Little Quest of Petrovsky”, “The Secret of the Lost Station”, and “The Absurd Garden” at the Latino Film Festival – Fort Wayne, IN Reconstruction of the fresco of Andrea Mantegna’s “The Wedding Chamber” located at The Palazzo Ducale di Mantova, Italy
Dr. Suining Ding: Purdue TAP Project – redesign and optimize administrative office space for All-Phase Electronics Company Conducted training sessions for regional chairs - 2017 IDEC Conference in Chicago, IL
Peter Bella: Solo exhibition of “Grimm and Grotesk” – Huntington University, Huntington, IN 2 group exhibitions of “Grimm and Grotesk” 2017 TypeCon International Conference on Typography – Boston, MA
Jim Gabbard: Juried exhibition in Athens, Greece Juried exhibition in Portland, OR Juried exhibition in Middlebury, VT Non-juried exhibition in Garrett, IN Non-juried exhibition in Fort Wayne, IN
James Williams: Book Arts Collections – Winona Lakes, IN
42 Book Arts Collections – Jonesboro, AR
John Motz: Metalsmithing demonstration – Fort Wayne, IN
2. Teaching and Learning • Digital portfolios for incoming High School students • Revised curriculum for all programs to move to the new Department of Art and Design • Overhauled the new Bulletin to new Department of Art and Design • Revised Interior Design curriculum to align more accurately with myBLUEprint • Created teach out plan for Modeling and Animation • Students working with the university to design the new Mastodon Bones display
3. Service • Engaged with Fine Art to be part of the High School Art Day and Studio Workshops for area High Schools • Taught photography and Graphic Design classes at local High Schools • Created logo for Boy Scouts of America 100th Anniversary Camporee
43 Section 5: Alumni Information In this section discuss how your program is contributing to the ongoing success of its graduates. Include information such as survey information (e.g. First Destinations Survey), alumni career accomplishments, employment information, and professional and graduate school enrollment
The VCD department and its faculty maintain contact with our alumni through personal contact and social media outlets. The following are a few of our alumni successes. Taryn Parker, Graphic Designer – Denver Broncos and Denver Outlaws, Denver, CO. Meg Tiffany, Interactive Graphic Designer – Under Armour, Baltimore, MD Kevin Sanders, Stereoscopic Compositor – Stereo D Canada LTD, Toronto, Ontario Chris Barber, Graphic Designer – Fat-Y-Pus Skis, Breckenridge, CO Amanda Pappas, Web Designer – Vera Bradley, Fort Wayne, IN Don Gephart, Marketing Manager – REV Recreation Group, Decatur, IN Sean O’Leary, Art Director – Asher Agency, Fort Wayne, IN Dustin Keeslar, Digital Art Director – Patterson Riegel, Fort Wayne, IN Tia Hapner, Creative Manager – Hoosier Park Racing and Casino, Anderson, IN Lucas Carter, Senior Audio-Visual Specialist – American Legion National Headquarters, Indianapolis, IN Tiffany (Cox) Layne, Creative Manager – Cigar City Brewing, Tampa, FL Matt Hakey, Graphic Designer – Franklin Electric, Fort Wayne IN Alex Tsiguloff, Graphic Designer – Franklin Electric, Fort Wayne, IN Heath Drummond, Creative Director – Berne Apparel, Berne, IN Jared Bangert, Art Director/Designer – Sweetwater Sound, Fort Wayne, IN Amanda Knowles, Graphic Designer – Haselden Construction, Centennial, CO Danielle Doepke, Visual Content Manager – Reecer Properties, Fort Wayne, IN Swikar Patel, Video Producer, Editor/Director of Photography – Education Week, Bethesda, MD Emma (McCarron) DePrez, Art Director – One Lucky Guitar, Fort Wayne, IN Zachary Craft, Front End Developer – DynamiX, Kennesaw, GA Andy Barnes, Chief Digital Officer – National Heathcare Provider Solutions, Las Vegas, NV John Ilang-Ilang, Art Director – Borshoff Agency, Indianapolis, IN Brittanie Stabler, 3D GeoTypical Production Assistant, Aechelon Technology, Inc., San Francisco, CA Taylor Ford, Owner/Photographer – Taylor Ford Photography, Fort Wayne, IN
44 Elyse Boutall, Art Director – Matilda Jane Clothing, Fort Wayne, IN David Kledzik, Digital Imagery Manager – Adidas Group, Indianapolis, IN Ashley (Byerly) Bumgardner, Director of Marketing – Ruoff Mortage, Fort Wayne, IN Chelsea Cornett, Graphic Designer/Social Media Manager – Cinda B, Fort Wayne, IN Sarah Clevenger, Social Media Manger – Baptist Health, Louisville, KY Simone LeClear, Graphic Designer – 3River Federal Credit Union, Fort Wayne, IN Whitney O’Brien, Senior Graphic Designer – New Process Corporation, Fort Wayne, IN Tony Braun, Digital/Graphic Specialist – Parkview Health, Fort Wayne, IN Cassandra Harter, Graphic Designer – Patterson/Regiel Agency, Fort Wayne, IN William Swygart, Creative Director – Cyclone Social, Fort Wayne, IN Olivia Trimble, Marketing Manager – National Beta, Spartanburg, SC Ryan Schaffer, Graphic Designer – Auctions America, Auburn, IN Mitch and Destany Colagrossi, Owners/Photographers – The Colagrossis, Fort Wayne, IN
45 Section 6: Resource Allocation Request Please use the section below to discuss resources needed to help meet departmental and enrollment management goals. Describe the specific projected uses of those funds and your plan for evaluating the effectiveness of the requested resources in helping reach departmental and enrollment management goals.
Financial support with departmental scholarships to recruit and retain students
Continued support in studio upgrades in computers, software, chairs in the studios
Additional MAC computer labs to handle the increasing number of courses requiring computers
Financial support to remain visible as a viable art program in the region with the change to Purdue University Fort Wayne
Advertising of program to the region and outside the region and connecting states
Faculty lines needed, especially in Foundations, Metals, and Art History to remain competitive
Gallery space much needed to maintain NASAD accreditation and remain competitive with other institutions of art training in our region and beyond.
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