THEA - 440 - Theatre Capstone

Zee Archive: 2024-2025 UNDERGRADUATE - New Course Proposal

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Course Information
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  • READ BEFORE YOU BEGIN

    • Before proposing a new course, it is suggested that the course be first taught as an experimental (course number x67) course. Developing and teaching an experimental course only requires the approval of a department’s curriculum committee. As an experimental course, the faculty member teaching the course can “work the bugs out”. Perhaps, after teaching it once or twice, the faculty member may revise the content, which could affect the course title or course description found in the catalog and in UDSIS. Teaching as an experimental course is not a university requirement, however it is strongly suggested as this can save catalog revisions later and improve the final course.  It is understood that there will be times that new course must be taught before it is offered in an experimental form.  In this case, the explanation for why the course needs to be created as a permanent course without having first been offered in an experimental version should be included in the form.  After having offered a course in its experimental form twice, it is recommended that the course should be proposed and be sent through the official course creation process.
    • All action on a crosslisted course must be taken by the course owner. If a course is adding a crosslisting, it MAY NOT be crosslisted with an existing course. Attach support letter(s) from the cross-listing department(s) by clicking the PAPERCLIP icon. Proposals that do not have a support letter from corresponding departments will not be crosslisted.

    INSTRUCTIONS​​​​​​​

    1. Complete all sections of this proposal form. You will not be able to launch the proposal without completing required fields as indicated by an asterisk.
    2. To submit the proposal and send it to the next step, click "Validate and Launch Approval Process" at the top or bottom of the screen.

    For questions about this form, contact curriculog@udel.edu.

  • Department:*
  • Course Type:*
    Select the rubric/subject area of the course. This should match the Prefix below.
  • Prefix:*
    Code:*
    440
    440
  • Course Title:*
    Theatre Capstone
    Theatre Capstone
  • Justification of course creation:*

    This is a requirement of the theatre majors in the new theatre studies BA degree. It is intended to be the culmination of the Theatre Arts majors' knowledge, skills, and experience.

    Justify the need for this course.
  • Identify the main emphasis of the course along with major topics covered:*

    Capstones in theatre vary widely based on the individual focus of the student's specialty.

    It could be a performance-based, design and/or technical production, multidisciplinary, site-specific, community engagement, digital or virtual, historical or cultural exploration, and research. 

    Therefore the type of course can vary from classroom, Eportfolio, research-based, design project, practicum, field experience, or professional internship.

  • Identify and justify any effect on other courses in your department or in another department:
    Specifically list other departments chairpersons and/ or faculty consulted and summarize results of discussion.
  • If this course is required by majors/minors/concentrations, outline how this course relates to the overall program goals:

    The theatre capstone is designed to encompass a range of skills, including communication, critical thinking, research, self-assessment, and practical application in a professional/university theater context. All of which are duplicates of the learning objectives of the Department of Theatre.

  • Instructor reference:
    Eileen Smitheimer
    Eileen Smitheimer
    Enter the faculty name to whom questions may be directed.
  • Additional comments about this course:
    These comments are for approver reference only and will not be stored in UDSIS.
  • Check all University-level Requirements for which the course is being nominated.*
    If not nominating or if the course has already been approved for one of these requirements, select the "Not Nominating" tag.
Catalog Data
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  • SHORT TITLE: (UPPERCASE)*
    THEATRE CAPSTONE
    THEATRE CAPSTONE
    Please limit to 30 UPPERCASE characters.
  • Credit(s) for Catalog Display:*
    1-3
    1-3
    For variable credits hyphenate, ex: 1-6
  • Min Credits:*
    1
    1
    Max Credits:*
    3
    3
  • Can this be taken more than once per term?*
  • Can this be repeated for credit?*
  • Total Allowed Credits (see help text):*
    4
    4
    Total Allowed Credits is the number of credits a student can take and count towards graduation. Must be a multiple of the credit (or the Min of a variable credit course). Example: Three credit course can be repeated once for credit; Total Allowed Credits = 6. Example: Three credit course cannot be repeated for credit Max Repeatable Credits = 3.
  • Grading Basis:*
    Student Option defaults to Standard Grading. Student Option is the mechanism that allows for P/F, auditing and listening.

  • Primary Instructional Format

    Select the Primary Instructional Format for the course.  For an explanation of the format options, click here.

    If Lecture is a component, it must be the primary.​​​​​​​

  • Primary Instructional Format:*

  • Contact Hours & Additional Components

    To add a secondary Instructional format, add contact hours to another component. Courses typically do not have more than two formats.

  • Clinical contact hours:
    Discussion contact hours:
  • Field Studies contact hours:
    Independent Study contact hours:
    1
    1
  • Internship contact hours:
    Laboratory contact hours:
  • Lecture contact hours:
    Practicum contact hours:
  • Research contact hours:
    Studio contact hours:
  • Course Typically Offered:*
  • Description: (Please limit to 50-75 words)*

    Advanced project to demonstrate the student’s proficiency in the major field of study; Performance, directing, management, design/technology, playwriting, or dramaturgy.

  • Crosslisting (only complete if applicable):
    Two pre-existing courses may not be cross-listed with each other. Please email curriculog@udel.edu for questions about course number availability for cross-listing purposes.

  • Requisites & Restrictions

    Only specific UD courses can be coded as requisites in UDSIS and enforced for enrollment purposes.  Non-course restrictions will be included in course descriptions but are not system-enforced.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

    Prerequisites

    These are course(s) or conditions that must be met before a student can register. In this context, “conditions” refer to non-course requirements such as a minimum score on the Math placement exam.

    Examples: 

    • FREN 211 and one 300-level French class.
    • Grade of C- or better in MMSC 428
    • NTDT 400 or NTDT611
  • Prerequisite(s) (only complete if applicable):

  • Corequisites

    These are courses that must be enrolled concurrently or may be satisfied by previously earned credit.

    Examples:

    • MATH 117 or MATH 231 or MATH 241
    • NURS 358 and NURS 359
  • Corequisite(s) (only complete if applicable):
    A corequisite operates as a prerequisite if a student has already earned credit in the course.

  • Antirequisites

    When a department offers different courses that have similar content, they can prevent students from registering in a course if they have earned credit in a similar course

    Examples:

    • Students who have received credit in ECON 101 or ECON 103 are not eligible to take this course without permission.
    • Students who have received credit in CISC465, CPEG465, ELEG465, MISY465, CISC 665, CPEG665, or MISY665 are not eligible to take this course without permission
  • Antirequisite(s) (only complete if applicable):

  • Restrictions

    Restrictions are used to convey information that students should be aware of prior to enrolling in the course.  These are included in the course description but are not enforceable as specific enrollment restrictions in UDSIS.

    Examples:

    • Knowledge of probability and statistics recommended.
    • Laboratory requires some out of class time for hands-on experience.

    Please note:

    ​​​​​​​No requisite information should be included (minimum grades, completion of specific courses, etc.). That information should be in the appropriate requisite section above.

    Enrollment restrictions that are not based on specific courses may be enforced on individual class sections as Reserve Capacities.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

  • Restriction(s) (only complete if applicable):
  • GENERAL EDUCATION OBJECTIVES

  • Click here for more infomation about General Education Objectives.

  • 1A: Read Critically:
    1B: Analyze Arguments and Information:
  • 1C: Engage in Constructive Ideation:
    2A: Communicate Effectively in Writing:
  • 2B: Communicate Orally:
    2C: Communicate through Creative Expression:
  • 3A: Work Collaboratively across Cultural Contexts and Differences:
    3B: Work Independently across Cultural Contexts and Differences:
  • 4: Critically Evaluate Ethical Implications:
    5A: Reason Quantitatively:
  • 5B: Reason Computationally:
    5C: Reason Scientifically:
Routing
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  • Which College Approval Routing needs to be utilized?*
    Select the proper College or Program in order to ensure proposal is on the correct track. Ignore the symbols which are used to determine approval workflow.
  • Departmental Committee Routing*
    If your department is not listed, select 'Other'.
Attachments
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  • Attachments can be added using the paperclip icon to the right.

    1. Provide a syllabus/precise description of content.
    2. Provide support letter(s) from any cross-listing department(s).

    Supporting documentation, e.g., letters of support, syllabi, etc., does not constitute the "approved" language that will be imported into the Catalog.

  • Attached: Documentation*

  • THE REQUIREMENT JUSTIFICATION SECTIONS BELOW ARE ONLY REQUIRED IF YOU ARE NOMINATING THE COURSE.  COMPLETE ALL PERTINENT FIELDS BELOW AND ATTACH ALL PERTINENT DOCUMENTS.

    IF YOU ARE NOT NOMINATING THE COURSE FOR A UNIVERSITY REQUIREMENT, CLICK "VALIDATE AND LAUNCH APPROVAL PROCESS" TO SUBMIT THE PROPOSAL.

Capstone Course Justification
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  • The Capstone Experience will require students to engage in explorations in which the outcomes are unknown, and/ or engage in self-assessment, reflection, and analysis that prepares them for future success. These experiences should occur during the senior year or near the end of the program of study and must have a set of learning goals that are well communicated to students.

    In all possible regards, the Capstone Experience should be an expression of the totality of a student's growth, development, and learning as an undergraduate. If the Capstone experience is primarily course based (vs. internship, research, etc.) it is recommended that whenever possible, the course include high impact practices such as service learning and problem based learning. Each capstone requirement will be a minimum of a (1) credit, credit-bearing course. A Capstone Experience may be solely based within the discipline or be interdisciplinary in nature.

  • Type of Capstone Experience:
    *DISCLAIMER: Other types of courses may be considered as Capstone, but these courses are less well defined and need supporting justification
  • Explain how this course will require students to engage in explorations in which the outcomes are unknown.

    Students will be given the opportunity to choose or develop their own projects, whether they be performances, productions, or research initiatives. The lack of predefined outcomes allows for a high degree of individuality and creativity.

    The course will prioritize the creative process over a fixed end result. This means that the journey of exploration, including brainstorming, experimentation, and iteration, is as important as the final product.

    Adopt a collaborative approach to creating theater. This involves a collective exploration of ideas and contributions from everyone involved in the production, including actors, directors, designers, and even the audience. The outcome becomes a product of shared creativity rather than a predetermined plan.

    Throughout the course, there will be opportunities for students to receive feedback from peers and instructors, fostering a reflective practice. This iterative feedback loop allows students to refine their work and adapt their approach based on unexpected discoveries.

    Collaborate with artists from different disciplines such as visual arts, music, dance, or technology. Integrating diverse artistic elements can lead to unexpected outcomes and enrich the overall theatrical experience.

  • Explain how this course will engage in self-assessment, reflection, and analysis that prepares them for future success.

    A crucial part of this process is to produce a report that critically examines their development throughout the project.

    The report should cover various aspects of the project. It should discuss the project's conceptualization, revealing the student's ability to envision and plan. This demonstrates their innovative thinking and creative problem-solving skills.

    The significance of collaboration and communication within a team setting is another critical aspect to be addressed. The students need to reflect on their effectiveness in communication and conflict resolution within the team.

    A section on problem-solving should be included in the report, demonstrating how the student tackled challenges and found solutions. It should also illustrate the development of their skills throughout the project.

    Finally, the report should detail the student's work ethic, focusing on their dedication and commitment to the project. Networking is another crucial aspect, shedding light on the relationships and professional connections they built during the project.

     

Discovery Learning Experience Justification
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  • Context in which discovery and experiential learning will occur:
  • Explain how this course is an experiential learning experience and how it involves out-of-class and beyond typical curriculum instructional experiences:

    Theater classes offer a unique learning experience that diverges from traditional education norms. They involve hands-on, practical activities that enable students to actively engage and apply theatrical concepts.

    This experience extends beyond the traditional classroom setting, providing students with opportunities to explore, create, and collaborate in dynamic and immersive environments. These experiences can take various forms such as master classes, rehearsals in theaters, project collaborations, creative or original performances.

    Additionally, workshops on theater technology can be part of the theater class experience, providing practical skills and insights into the technical side of theater production. Students gain hands-on experience in technical aspects such as set construction, lighting design, and costume creation in nearby theaters or professional shops.

    Theater classes also include community engagement projects and internships. These internships provide students with opportunities to work with local theater companies or professionals.

  • Explain how this course achieves each of the following student learning goals.

  • Students will apply critical thinking skills and academic knowledge/ concepts to develop effective responses to, and make informed decisions about, problems or situations encountered in the course of the learning experience.

    Theater demands the application of critical thinking, problem-solving, and collaboration skills. In this context, critical thinking involves analysis of scripts, characters, and themes. It requires a the interpretation of a playwright's intentions and the making of informed decisions about character portrayal, staging, and overall artistic choices.  Theater productions often face unexpected challenges, such as technical issues, actor scheduling conflicts, or last-minute script changes. Problem-solving skills become indispensable in finding creative solutions to these challenges, ensuring that the performance unfolds smoothly. Actors, directors, and production teams need to exemplify adaptability and quick-thinking to address issues that come up during rehearsals or performances. Theater is inherently a collaborative art form, demanding input and coordination from diverse individuals. This includes directors, actors, set designers, costume designers, among others. Effective collaboration becomes the backbone of bringing diverse talents together to create a cohesive and impactful production. Team members must communicate effectively, share ideas, and remain open to feedback, ensuring everyone works towards a common artistic vision.

    The experience these students will recieve will not only contribute to the theatrical experience but also serve them well in various aspects of their lives. They foster creativity, resilience, and the ability to work effectively with others--qualities that are valuable in many professions and personal context.

  • Students will engage in reflection, which incorporates self-assessment and analysis of the learning that has occurred as a result of their participation in the DLE. At a minimum, students will be expected to examine and demonstrate what they have learned as a result of the DLE, how they have learned it, the impact of their learning on their personal and professional growth, and how to apply that learning in other situations or contexts.

    A crucial part of this process is to produce a report that critically examines their development throughout the project.

    The report should cover various aspects of the project. It should discuss the project's conceptualization, revealing the student's ability to envision and plan. This demonstrates their innovative thinking and creative problem-solving skills.

    The significance of collaboration and communication within a team setting is another critical aspect to be addressed. The students need to reflect on their effectiveness in communication and conflict resolution within the team.

    A section on problem-solving should be included in the report, demonstrating how the student tackled challenges and found solutions. It should also illustrate the development of their skills throughout the project.

    Finally, the report should detail the student's work ethic, focusing on their dedication and commitment to the project. Networking is another crucial aspect, shedding light on the relationships and professional connections they built during the project.

  • Explain the cycle of when and how this course will be offered. Include terms course is to be offered, (i.e., fall and spring); whether all sections or only selected sections of the course are to carry the DLE designation; and additional information about the particulars of this course offering.

    The course will be offered in the fall and spring. All sections will carry the DLE designation.

     

First Year Seminar (FYS) Justification
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  • The faculty senate has recognized the FYS as an important experience for students with clearly articulated content aligned with best practices in helping students through the transition from high school to college. Since it serves as the first introduction to the University of Delaware, a committed portion of the FYS course time should be allotted to common content that furthers the aims of General Education at the University of Delaware and/ or provides a foundation for student success. As such, in May 2015, the faculty senate approved the topics listed below for mandatory inclusion in all FYS courses.

    It is important to note that as an introductory course, the FYS will introduce many of these topics to students, but it is understood that subsequent additional learning opportunities will occur through other general education requirements, courses student must take as a requirement of their college and/ or major, and out of the classroom learning experiences.

    Please complete the questions below explaining how the specific outcomes will be met.

    Important: Modules related to outcomes, will be available on the Sakai site dedicated to First Year Seminar instructors. For access to the Sakai site contact Meghan Biery by email mbiery@udel.edu

  • Ethics/Academic Honesty

    UD graduates should be able to explain the reasons behind the positions they hold on key ethical questions and to articulate the values that underlie their decisions.

    Students who complete the FYS course will be able to:

    1. Distinguish between values, morals, and ethics and laws.
    2. Define elements of academic dishonesty including plagiarism, fabrication, cheating, and academic misconduct as defined by UD's Code of Conduct.
    3. Articulate the possible consequences for academic dishonesty at UD.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a module.

  • Responsible Use of Internet/Social Media

    Understanding how to responsibly use social media, other technologies, and develop a positive digital identity is crucial for today's successful student.

    Students who complete the FYS course will be able to:

    1. Describe principles and specific examples of ways the internet and social media can be used to both help and harm others.
    2. Demonstrate effective ways to responsibly use social media to positively engage with others and portray oneself with authenticity.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a module.

  • Academic Policies and Procedures

    Early in their academic careers at UD, students should be aware of the important policies and practices that will guide their progress and be familiar with those resources that will support their academic success.

    Students who complete the FYS should be able to:

    1. Find the name of their academic advisor on UDSIS and know how to contact this individual.
    2. Identify important dates on the University of Delaware Academic Calendar, including those for registration and course drop and add.
    3. Understand the difference between a semester GPA and a cumulative GPA. and how to calculate both.
    4. Identify where to access UD academic policies.
    5. Be able to explain what academic probation means including the criteria for being placed on probation and at least three campus resources to support students facing academic challenges.
    6. Know how to access the academic support resources available to them at UD.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a custom strategy.
  • Other strategies to meet the outcome:

  • Diversity

    The development of skills to work independently and collaboratively across a variety of cultural contexts and a spectrum of differences ensures that students will understand the limitations of a single perspective and the value of diverse perspectives and cultures in creative problem solving of major challenges and discussion in debates, and establishment of an engaged society.

    Students who complete the FYS course will be able to:

    1. Define diversity as it is described in UD's "Diversity Statement."
    2. Provide three examples of how individual students at UD can contribute to making UD a respectful, equitable, and inclusive academic community.
    3. Identify three sites on campus where students can become better informed about diversity (academic departments, SROs, or offices).
    4. Describe the process for reporting an incident of discrimination/ misconduct based on race, gender, sexuality, religion, or other diversity category.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a custom strategy.
  • Other strategies to meet the outcome:

  • Safety and Wellness

    Three sessions of the FYS course must be designated to student wellness and safety with a defined significant emphasis on alcohol and other substance education as well as sexual misconduct/ violence prevention education, accomplished through the teaching of bystander intervention theory and practice* which must be taught by qualified, trained personnel or prevention staff. For more information about how to schedule the "Safety and Wellness" sessions contact Meghan Biery by email mbiery@udel.edu

  • What is your strategy to achieve the outcome?
Multicultural Course Justification
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  • Important: Explain how this course achieves at least 3 of the 4 goals of a multicultural course. Attach the assignment this course uses to satisfy each of the three criteria (this could be a reading, project, essay, etc.) in the appropriate space below that criteria. You may also offer a brief explanation of the assignment in the text box, but this is not required.

    For additional help with the application process and the requirements for multicultural courses, please see the handbook written by members of the Diversity and Inclusion committee, which reviews these courses: https://sites.udel.edu/ctal/files/2017/09/MC-Handbook-r4vntc.pdf

  • Attached:

  • Diversity Self-Awareness and Perspective Taking

    Students can articulate their own individual identity in relation to key concepts such as race, ethnicity, gender, sexuality, language, social class, disability, national origin, and religious affiliation and can also reflect on how their social position differs from and impacts their relationships in diverse environments. In other words, students will learn to locate themselves within larger structures of difference and understand how their own position shapes their identity and/ or worldview, as well as how that identity and/ or worldview may differ from others.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

  • Cultural Difference

    Students gain in-depth knowledge of the history, lived experience, artistic production, identity and/ or worldview of one or more underrepresented groups in the West (i.e., the US, Great Britain, Europe, Canada, Australia, New Zealand) and/or of a non-Western culture (or cultures). Students can articulate particular aspects and experiences of these cultures as well as how they may be similar to or different than the student's own.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

  • Personal and Social Responsibility

    Students analyze the ethical, social, and/ or environmental consequences of policies, ideologies, or actions on marginalized communities/ groups within the US or intentionally. Based on this analysis, students identify a range of potential personal and civic responses to these issues. A service learning version of this course may allow students to directly take informed and responsible action to address these challenges.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

  • Understanding Global Systems

    Students gain and apply the tools to think systematically about how institutions, ideologies, rhetoric, and/ or cultural representations shape a people's culture and identity, which may include their role in perpetuating inequality, whether historically or in the present day.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation
University-level Breadth Requirement Nomination
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  • University Breadth category:
  • Proposed by:
    Eileen Smitheimer
    Eileen Smitheimer
  • Chair/ Director:
    Steve Tague
    Steve Tague
  • Proposed Enrollment:
    10
    10
  • Does this course satisfy a requirement for the major?
  • Is this course restricted to students in the major?
  • Does this course have prerequisites?
  • Are the prerequisite course(s) open to all students in all majors?
  • How often do you expect to offer this course?
    Every fall and spring
    Every fall and spring
  • Do you expect this to be a multiple section course?

  • ​Please attach sample syllabus by clicking on the PAPERCLIP icon to the right.

Administrative Fields (DO NOT EDIT)
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  • Status:
  • Student Information System ID
  • Comparison ID:
    306060THEA440
    306060THEA440
  • University Breadth:
    Requirement Designations:
  • A&S Breadth Requirements:
    College of Engineering Breadth:
  • Capstone:
  • Primary Org.:
    Course Offering Number:
    1
    1
  • Crosslisting Prefix 2:
    Crosslisting Code 2:
  • Course Offering Number: 2
  • Crosslisting Prefix 3:
    Crosslisting Code 3:
  • Course Offering Number: 3
  • Crosslisting Prefix 4:
    Crosslisting Code 4:
  • Course Offering Number: 4
  • Crosslisting Prefix 5:
    Crosslisting Code 5:
  • Course Offering Number: 5
  • Crosslisting Prefix 6:
    Crosslisting Code 6:
  • Course Offering Number: 6
  • Crosslisting Prefix 7:
    Crosslisting Code 7:
  • Course Offering Number: 7
  • Crosslisting Prefix 8:
    Crosslisting Code 8:
  • Course Offering Number: 8
  • Crosslisting Prefix 9:
    Crosslisting Code 9:
  • Course Offering Number: 9
  • Crosslisting Prefix 10:
    Crosslisting Code 10:
  • Course Offering Number: 10
  • CIP Code:
  • Administrative Use Only:
    No Administrative Use Only:

  • User Tracking

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