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Film Studies
Assessment Report 2005

Overview

This document reports our assessment results for AY 2003 and 2004. Additional data from AY 2002 is also provided in some cases. We also provide a revised plan for AY 2005 and 2006.

Keep in mind when reading this report that our department consists of three distinct disciplines, Communication Studies, Film Studies, and Theatre Arts. This report uses the same assessment methods for all three disciplines. The department currently shares a set of learning outcomes and each area has a set of additional learning outcomes.

Our new plan features three distinct sets of learning outcomes and different assessment methods.

Student Learning Outcomes

Departmental-wide

  1. Communicate competently in both oral and written forms.

  2. Utilize skills, tools, and technology appropriate to their discipline.

  3. Integrate basic concepts between courses and across their discipline.

  4. Gain skills in analytical thinking, problem solving, and inquiry.

  5. Understand the culturally diverse nature of communication, theatre arts, film, and television.

  6. Become ethical professionals.

Film & Telecommunication

  1. Students will effectively create, deliver, and analyze persuasive and informative public addresses.

  2. Students will imaginatively and effectively make oral presentations of literature.

  3. Students will demonstrate knowledge and understanding of communication theories.

  4. Students will demonstrate a beginning level knowledge and understanding about the history, theory, and practices of films and filmmaking.

  5. Students will demonstrate imaginative and technically competent skills while writing, producing, and directing their own films.

Assessment Measures Used

The department used three assessment measures in gathering this data:

  • Portfolio reviews: Student work throughout their career was gathered by advisors and reviewed by at least two faculty members following the student’s graduation. The portfolios were evaluated with respect to the department’s student learning outcomes. Results are presented in Appendices (Speech Communication, Film and Telecommunications, Theatre Arts [PDF]) to this report.

  • Exit interviews: Each graduate was interviewed by at least one faculty member during their last semester. The student’s answers to exit interview questions were rated on a scale of 1-5 with respective to several specific categories. Results are presented in Appendices (Speech Communication, Film and Telecommunications, Theatre Arts [PDF]) to this report.

  • Institutional Effectiveness Measures: Graduating students rated the department on several institutional effectiveness measures. These results are presented as Appendices (Speech Communication, Film and Telecommunications, Theatre Arts [PDF]) in this report.

Speech Communication, Film and Telecommunications Emphasis (now called Film Studies) Summary

A general level of competence exists in our 2002-2004 graduates as measured by the assessment plan. Given the changing nature of the program during these years the overall Film/Telecommunication area effectiveness rating is more than satisfactory as rated by the graduating students.

During this evaluation period the Film/Telecommunications emphasis under Speech Communication has gone through a total revamping and has been separated as a distinct major program in the department (approved fall, 2004). Although the complete revamping of the major reflects the ongoing department assessment process, a few specific changes relate to the assessment data gathered from 2002-2004 period include:

  • Offering specific tracks for both Film History/Criticism and Film Production. This addressed issues of depth of knowledge and developing specialized course offerings.

  • The development of a required upper level film theory course. Exit interviews specifically identified a lack of clear understanding of the role of theory in practice and research.

  • Addition of a faculty member with strong background and preparation in the teaching of film production. Clearer delineation between the goals of the various courses in the production sequence demanded that we bring on faculty with production expertise.


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